Teacher professional training represents a current and significant topic that is gaining a new dimension with the implementation of the Competency Framework for Graduates of Teacher Education (2023). This framework defines the required professional competencies that teacher graduates should possess. The aim of the research was to identify and analyze problematic areas in the readiness of 5th-year students of the Primary School Teacher Education program, as perceived by mentor teachers. The research was conducted in the form of a multiple descriptive case study, which enabled analysis of mentor teachers’ responses and the level of students’ preparation for teaching. A semi-structured interview method was used, involving a total of 13 respondents. With the respondents’ consent, audio recordings of the interviews were made and transcribed for detailed analysis. Data collection involved identifying key components of the responses, formulating categories, and uncovering meaning units through thematic analysis using detailed coding in MAXQDA software. Subsequently, an analysis of students' preparation was carried out. Based on the qualitative investigation, both strengths and weaknesses of the students were identified. The results highlight recurring shortcomings, particularly in the areas of didactic skills and pedagogical diagnostics. The paper offers suggestions for improving the preparation of future teachers in accordance with the requirements of the professional framework.

Keywords: Teacher education, competencies, professional readiness, mentor teacher.