On December 2, 2024, the Department of Pedagogy and Psychology of Comrat State University (CSU) hosted a conference summarizing the results of the pedagogical practice of fifth-year students from the correspondence department, specializing in "Primary Education Pedagogy. Preschool Pedagogy" (0113.1/0112.1). The pedagogical practice for the final year consists of two parts. In the first part, students were required to familiarize themselves with the features of the adaptation process of first-grade students during their first days at school, and to study the methods and techniques used by teachers to ensure successful adaptation. The second part of the practice focused on the active involvement of the student as a primary school teacher. Over a period of four weeks (from September 2, 2024, to September 29, 2024), students conducted their practice in educational institutions in their place of residence. The practice supervision from CSU was carried out by Assoc. prof., Dr., Oxana Curteva, Assoc. prof., Dr., Maria Ianioglo, university lecturer assistant Liudmila Ibrişim. At the final conference, students presented reports on their practice results and shared their impressions of immersing themselves in school life as teachers. A feature of this practice was its focus on familiarizing students with the first days of a child's life at school. The first week of the practice was spent in first-grade classes, where students observed how children adapt to school learning, and what methods and techniques teachers use for this purpose. In the following three weeks, students worked in other classes, actively participating in the educational process, conducting lessons and extracurricular activities. Students noted that despite this being their second active pedagogical practice, they made many discoveries related to the peculiarities of organizing the pedagogical process in primary grades. For the first time, they encountered first-graders who, after kindergarten, had to adapt to the conditions of primary school, including the regime, bells, and long lessons. The experience of teachers who expertly involve young students in school life was very important for the trainees. Students of the CSU also mentioned that school practice is a serious task of transferring university knowledge to the practice of educational institutions. They now have experience, which they also share with teachers. In particular, they bring modern approaches to teaching organization, as well as various interactive tools that are relevant in school practice. Among the difficulties faced by students during the practice, the following should be highlighted: the challenge of organizing students in class, discipline issues, the specifics of individual approaches to children with special educational needs, the challenges of first-graders adapting to the learning process, and difficulties in working with parents. The practice allowed students to update the competencies they had accumulated during their studies and to realize the importance of teaching for society. As CSU professors, we wish every student success in their professional self-realization.