Microteaching is a subject that helps teacher trainees in practicing their knowledge and skills of teaching to prepare themselves for teaching practice. In relation to this, a study was conducted to investigate the perceptions of UTM’s TESL teacher trainees towards the effectiveness of microteaching subject (SPA 2001) in preparing them for teaching practice. A total of 39 TESL teacher trainees were selected to be the respondents of this study. The instruments used in this study were questionnaire and interview. The questionnaire was adapted from previous studies done by Ngui Kuan Sang (1982/1983) and McGarvey and Swallow (1986). Interviews were also carried out on 4 respondents to gain further insight on the topic of this study. Data were analyzed descriptively using Statistic Package for Social Science (SPSS) version 16. The overall findings of the study show that the TESL teacher trainees perceived microteaching subject as effective in preparing them for teaching practice. However, there were problems faced by the trainees during teaching practice especially in handling students and teaching situations. Furthermore, the findings also revealed that the respondents highly valued the feedbacks given by their supervisor, peers and cooperative teacher. Finally, suggestions were also given on how to improve the microteaching subject for the benefit of TESL teacher trainees.