Practice teaching represents a critical transition phase in teacher education, particularly within Technology and Livelihood Education (TLE) and Technical and Vocational Education and Training (TVET) programs. This study develops a two-fold analytical approach to investigate the multifaceted factors influencing the practice teaching experiences of preservice teachers. The first dimension focuses on internal determinants such as self-efficacy, motivation, and pedagogical beliefs, while the second examines external determinants including institutional support, mentoring, and contextual teaching environments. Drawing upon a synthesis of empirical and theoretical literature, the study constructs an integrated framework combining social cognitive theory and situated learning principles. A mixed-method analytical design is conceptualized, incorporating exploratory factor analysis and reflective data interpretation. Findings reveal that self-efficacy, technological integration competence, and mentoring quality significantly shape teaching effectiveness and professional identity development. The study contributes a structured model for optimizing practice teaching experiences and offers implications for policy, curriculum design, and teacher training programs in TVET contexts.