Background Even prior to entering school settings, pre-service teachers experience anxieties and concerns regarding practical teaching during their academic training. Identifying these concerns is crucial for designing and updating the curriculum at Farhangian University, as well as for mitigating professional stress during teacher education.

Objective The present study aimed to identify the pre-teaching concerns of pre-service teachers.

Methods This study was conducted using a qualitative methodology based on the Generic Qualitative Approach, with intensity sampling, during the second semester of the 2024–2025 academic year. The study population consisted of 154 female pre-service teachers majoring in Elementary Education at Farhangian University of South Khorasan. Semi-structured interviews were conducted with 25 participants until data saturation was achieved. Data were analyzed using constant comparative analysis via MAXQDA software.

Results Findings categorized participants’ pre-teaching concerns into seven organizing themes, 29 basic themes, and 347 codes: (1) Classroom Management; (2) Lesson Planning; (3) Content Design; (4) Learning Environment Design; (5) Instructional Design; (6) Verbal and Physical Presentation Skills; and (7) Enacting the Teacher’s Educational Role.

Conclusion Pre service teachers reported the greatest intensity of concern in the domains of Classroom Management and Instructional Design. Additional salient concerns encompassed digital technology integration, the construction of conducive learning environments, and the ethical cultural dimension of the teacher’s role. The findings reveal a pronounced mismatch between the theoretical preparation provided by the university and the practical expectations of novice teachers, especially in managerial, technological, and pedagogical design competencies. Curriculum reform at Farhangian University should therefore prioritize experiential workshops, classroom simulation exercises, and the incorporation of digital pedagogical training to cultivate multidimensional professional competence. Such reforms are likely to mitigate pre teaching anxiety and enhance the overall professional readiness of future teachers before they enter authentic classroom contexts. Therefore, it is recommended that the intensive practicum program provide pre service teachers with expanded practical opportunities for micro teaching and for simulating classroom management challenges, thereby further enriching their experiential learning.