Teaching internships are critical in teaching and should be prioritized by teacher education program designers. The present study aimed to explain how pre-service English teachers' expectations are fulfilled during their teaching internship and to explain the factors that impact pre-service English teachers' expectations and realities during their teaching internship. The participants were three Pre-service English Teachers who were studying in the 7th semester English Language Education department and had completed a teaching internship program run by the Microteaching Laboratory, Faculty of Education, and Teacher Training of UIN Walisongo Semarang. This study also used a qualitative method and a narrative inquiry research design to answer the research challenges. The data were acquired through narrative frames, interviews, and documentation with the participants. The study found several expectations and contrasting realities that illustrate the success rate of pre-service performance in this teaching internship program and the elements that impact pre-service English teachers' success. The findings suggest three probable variables influencing pre-service teachers' disappointed expectations: a lack of preparation in practice teaching, a lack of confidence, and a lack of instructional media. These unfulfilled expectations have had an impact on them both favorably and badly. It is then advised that additional practical activities be included in the pre-service teachers' education. This discussion includes the pedagogical implications of reorganizing future teaching internships.