This study examines the effectiveness of student teaching through self-evaluation by teacher trainees, with a focus on identifying strengths, weaknesses, and challenges in teaching practice. Conducted at Sri Sarada College of Education, Salem, the research involved 32 mathematics optional trainees who evaluated their own teaching using a self-evaluation checklist developed by Rao (2003). The findings reveal that trainees successfully achieved lesson objectives, motivated students, gave home assignments, drew clear diagrams, and effectively used student responses. However, major difficulties were reported in conducting lessons, managing time, systematic presentation of concepts, catering to individual differences, and using audio-visual aids effectively. Comparative analysis showed that English medium trainees were stronger in chalkboard use and discipline, while Tamil medium trainees faced more challenges in lesson conduct. Postgraduate trainees performed better in areas like time management, discipline, and stimulating further learning, whereas undergraduates showed strength in systematic presentation and summarizing key points. The study highlights the importance of improving essential teaching skills such as time management, systematic presentation, catering to learner diversity, and effective use of teaching aids. Strengthening these areas will enhance the overall quality of teacher education and future classroom performance.