The study examined the challenges associated with the School-Based Experience (SBE) programme. It was prompted by the perceptions that Bachelor of Education (BEd) Foundation Phase level 2 students had on the school-based experience programme that is integral to their qualification. In exploring these perceptions, a qualitative approach that utilised the action research approach in the form of reflection and reflective methods was adopted. Convenient and purposive techniques were used to identify 20 BEd Foundation Phase students who participated in the study. Data were collected through a narrative method in a single interview question was disseminated amongst focus group. Data were interpreted through content analysis and results revealed that the models used to prepare teacher-trainees for SBE need to be strengthened to make the school-based experience a success. Findings suggest that the programme is significant for teacher-trainees, but there is need for some tools to be improved. We, therefore, recommend that: (i) the university should develop a booklet that will serve as a guide on what mentors are expected to do when teacher-trainees are placed on SBE; (ii) n preparation for SBE, the university must emphasize on all documents expected to form contents of the SBE module file; (iii) some of the tools used to measure student performance on SBE need to be improved (lesson plan, logbook etc.); (iv) Foundation phase students should be given more attention on issues of classroom management and various teaching methods that can better suit learners at foundation phase level, and (vi) presentations in class should be used to boost self-confidence.

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