The aim of this thesis is to explore student teachers’ attitudes towards the MA in TEFL programme and their experiences of the EFL pre-service training at the Faculty of Humanities and Social Sciences of the University of Rijeka. Pre-service training is a central aspect of every MA in TEFL programme as it prepares student teachers for their profession. The participants in the study comprise 31 MA in TEFL students who have completed their pre-service training. The data on the student teachers’ perspectives and experiences were collected by means of a questionnaire distributed first via social media and afterwards sent via e-mail in July and September 2018. The findings suggest that the student teachers, in general, have positive attitudes towards the MA in TEFL programme, and for the most part, were immensely affected by the EFL pre-service training. Also, the study reveals some strengths and benefits of particular organizational aspects of the EFL pre-service training and of the MA in TEFL programme. However, the study also reveals some weaknesses of the MA in TEFL programme and the EFL pre-service training. More precisely, the findings show that student teachers are dissatisfied with the current duration of the EFL pre-service training, specific organizational elements of the EFL pre-service training, the role of mentor teachers, and the balance between theory and practice in the MA in TEFL programme. Finally, some suggestions for improvement of the MA in TEFL programme and the pre-service training are offered.