This study analyses aspects of the initial teacher training in Romania. It represents the curriculum for the initial preparation with a focus on the Teaching Practicum. The paper is based on evaluation research that had as its goals the highlighting of problems that appears in the Teaching Practicum and the identification of their causes. The surveyed subjects are mentors, college students, and high school students, and the apprenticeship was pursued in Physics. The survey was done in written form. The answers of the surveyed subjects concern the present curriculum, which consists of 224 hours: 56.25% Psychology and Pedagogy, 18.75% Methodology, and 25% Teaching Practicum. The fact that the pre-service teacher training is mainly theoretical and psycho-pedagogical creates difficulties for the students that are hard to overcome in the small number of hours (five) during which they apprentice-teach. These deficiencies lead the authors to the conclusion that such an initial preparation does not represent a good basis for a teacher career and will furthermore require a great deal of investment in time and money for an on-going training of teachers according to this curriculum.