Graduates with a Bachelor of Education (B.Ed.) degree from the University of Trinidad and Tobago (UTT) are currently employed at primary schools. The purpose of this study was to evaluate the extent to which graduate-teachers have been prepared for the real classroom. The study investigated beliefs about their preparedness, experiences and mitigating factors. A mixed method study was conducted with a sample of sixty participants. Data collection included face to face interviews, focus group interviews, questionnaires, and journaling. Findings revealed that graduate-teachers believed that they were prepared for the ideal classroom and that some courses should be modified. The themes include 1. Equipped with Competency 2. Complexity of the Classroom 3. Pragmatic Applications for Challenges 4. Inclusive Practice in Action. The research suggests modification of UTT's B.Ed. programme and perhaps other similar programmes to make teacher preparation more functionally appropriate for classroom practice. A period of internship is recommended.