Abstract
The main objective of this study was to explore the influence of content mastery and pedagogical training on pre-service teachers' classroom preparedness. This study used a quantitative research design, utilizing the descriptive-correlational method. The research samples were selected using simple random sampling, and the data were collected via survey questionnaires. Further, the statistical tools used to address the research objectives were mean and standard deviation, Pearson (r), and regression analysis. Findings unveiled that pre-service teachers' levels of content mastery, pedagogical training, and classroom preparedness were rated very high. Additionally, a significant relationship exists between the variables under investigation. However, only pedagogical training is a good predictor of classroom preparedness.
