실습생들은 실습록 과제의 비효율적인 운영방식을 개선해 줄 것을 요구하였다. The purpose of this study was to analyze the satisfaction of preservice teachers with teaching practicum and to provide practical and specific field situation to improve and to design practice programs in teacher training institutions. For this purpose, the factors affecting the satisfaction were deduced from 321 preservice teachers who completed the teaching practicum, and the influence of each factor and the needs of the sub-factors were analyzed. As a result of the analysis, first, four factors affecting the satisfaction of teaching practicum were identified in the order of highest satisfaction: 'practice content(β=.240)', 'practice management technical support(β=.228)', 'guide and training(β=.198)', and 'online communication(β=.386)'. Second, the need for an alarm function was raised for the ‘online communication(t=8.197)’ factor that gave the strongest influence and showed the lowest satisfaction. Third, 'practice content', the highest satisfaction factor, increased satisfaction by 'teaching' and 'Cooperating Teacher's feedback', which are sub-factors, and the biggest reason was that it helped improve skills. Finally, the trainees demanded that the inefficient operation method of the practice book assignment should be improved.