<![CDATA[The underlying phenomenon of this study is the urgency of Teacher Professional Education (PPG) students' readiness to take on the role of professional educators, which is influenced by their perspective on the PPG program and their interpersonal skills. This study aims to analyze students' perceptions of the PPG program, interpersonal skills, and their readiness to face the teaching profession. This study applies a mixed methods approach with a sequential explanatory design, which is a combination of quantitative and qualitative methods carried out in stages. Quantitative data collection was conducted through the distribution of questionnaires to assess perceptions of the PPG program, interpersonal skills, and readiness to become professional teachers. Furthermore, in-depth interviews were used to deepen understanding and provide explanations for the quantitative findings. The results of the study show that students rate the PPG program as very good, especially in terms of the quality of the supervisors and the relevance of the material. Their interpersonal skills include good communication, collaboration, and professional ethics. Their readiness to become professional teachers is evident in their learning communication skills, professionalism, collaboration, and personal maturity. It is recommended to expand practice, improve mentoring, and provide contextual modules to support student competency development.]]>
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