The stress public school teachers in any grade face daily has become a well-known concern for any individual in or around the field. Stressors frequently include parent-teacher conferences, student behaviors, classroom management, personal and professional relationships, and many more. It stands to reason that the abundance of stressors for teachers may detrimentally impact current teacher well-being (Sebastian & Paulick, 2024; Smith & Lawrence, 2019; Tebben et al., 2021). However, very little research has yet explored how these stressors may affect student teachers who are preparing for their teaching license and the beginning of their careers. Student teachers are often in their last year of college for a bachelor’s or a master’s degree, and teaching in a classroom in the role for which they are hoping to gain licensure. The present study evaluated these potential impacts of student teaching by assessing student teachers' change over the student teaching period; factors included specific well-being measures for educators, emotional intelligence, and perceived support from external individuals, their college institution, and the K-12 school they are placed in. Participants (N1=12) completed a pre-test survey measuring each variable in late November 2025 (pre-teaching) and again in late February 2026 (during teaching) (N2=2). Data were analyzed using descriptive statistics to assess the averages in outcomes across participants in time one and an AB design to visually analyze the reported changes of the two participants. Findings revealed moderate reports of teacher well-being, emotional intelligence, and perceived supports across participants at time one. Following data collection at time two, reported values of teacher well-being and emotional intelligence differed in support of the hypothesis, but perceived support was aligned with the hypothesized trend. Findings provide insight into the toll that student teaching may have on undergraduate students, and are corroborated by a supplemental stakeholder interview. The stress public school teachers in any grade face daily has become a well-known concern for any individual in or around the field. Stressors frequently include parent-teacher conferences, student behaviors, classroom management, personal and professional relationships, and many more. It stands to reason that the abundance of stressors for teachers may detrimentally impact current teacher well-being (Sebastian & Paulick, 2024; Smith & Lawrence,