Field training constitutes a critical component of initial teacher education because it enables student teachers to translate theoretical knowledge into professional practice within authentic classroom environments. Nevertheless, the practicum also represents a psychologically and socially demanding transition in which student teachers must simultaneously manage instructional responsibilities, classroom interactions, supervisory expectations, and formal assessment. This study examines the effects of field training on the psychosocial well-being of student teachers during the practicum period. It specifically investigates the principal psychological and social pressures experienced by student teachers, the factors that facilitate successful adjustment, and the roles of teacher education institutions, school mentors, and academic supervisors in promoting professional and emotional well-being. The study employs a theoretical and analytical approach based on a critical synthesis of relevant educational and psychological literature. The analysis indicates that field training can strengthen professional identity, self-confidence, teaching self-efficacy, communication skills, social competence, and readiness for employment. However, inadequate supervision, limited experience, classroom management difficulties, performance anxiety, intensive evaluation, role ambiguity, and discrepancies between theoretical preparation and school realities may generate considerable psychological stress. The findings further suggest that the psychosocial outcomes of the practicum depend substantially on the quality of mentoring, institutional support, constructive feedback, collegial relationships, and opportunities for guided reflection. Supportive training environments allow student teachers to interpret challenges as opportunities for professional growth, whereas poorly structured placements may undermine emotional balance and professional adjustment. The study concludes that practicum programs should integrate systematic psychological support, mentor preparation, collaborative supervision, and formative assessment. Coordinated action among universities, placement schools, mentors, and supervisors is therefore essential for developing professionally competent, socially adjusted, and psychologically resilient future teachers.