<![CDATA[Readiness to become a professional teacher is influenced by academic experience, perceptions of the teaching profession, and internal motivation developed during teacher education. Previous studies have generally examined these factors separately, while limited evidence has explored their combined contribution among Business Education students participating in the School Field Introduction Program (PLP) 2. Employing a quantitative ex post facto approach, the research involved all 63 students of the 2022 Business Education cohort at Universitas Negeri Medan through total sampling. Data were collected using validated Likert-scale questionnaires and analyzed using multiple linear regression after fulfilling the classical assumption tests. The findings demonstrate that participation in PLP 2, positive perceptions of the teaching profession, and learning motivation each exert a positive and statistically significant influence on students' readiness to become teachers. Simultaneously, the three independent variables significantly explain variations in teacher readiness, with a coefficient of determination of 58.8%, indicating that the proposed model accounts for more than half of the observed readiness, while the remaining variance is associated with other factors beyond the scope of this research. These findings emphasize the importance of strengthening field teaching experiences, fostering positive professional perceptions, and enhancing student motivation as integrated strategies to improve the quality of prospective teachers. The study contributes empirical evidence supporting the development of teacher education programs that integrate pedagogical practice with professional and motivational development.]]>
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