<![CDATA[This study examines the correlation between field teaching practice in the Kampus Mengajar Program and the professional development of pre-service teachers, focusing on pedagogical competence, teaching confidence, and classroom management skills. A quantitative correlational design was employed, involving 26 pre-service teachers who participated in Kampus Mengajar Batch 8 at a teacher education institution in Garut, West Java, Indonesia, selected through total sampling. Data were gathered using a validated and reliable Likert-scale questionnaire comprising 18 items (10 items for Teaching Experience and 8 items for Professional Development) and were analyzed using Pearson Product-Moment correlation with the assistance of SPSS. Both variables were found to be normally distributed (Shapiro-Wilk statistic = .937, p = .112), and Teaching Experience was significantly and positively correlated with Professional Development (r = .571, p = .002), reflecting a moderate relationship in which Teaching Experience accounted for 32.6% of the variance in Professional Development. These findings indicate that pre-service teachers who gain richer field teaching experience through the Kampus Mengajar Program tend to exhibit higher pedagogical competence, greater teaching confidence, and stronger classroom management skills, lending empirical support to Kolb's Experiential Learning Theory as a framework for designing structured, reflection-based, field-oriented teacher education programs.]]>
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