The teaching practicum is a core component of teacher preparation programmes. It facilitateshands-on learning and allows participants to make connections between teaching practice and theeducational theories, and different approaches and methods of teaching that they are exposed toduring their training as future teachers. This paper reports on a study that investigated theprovision of teaching practicum in four universities in Bangladesh. The study adopted aqualitative approach, using document analysis and interviews as primary data collection tools.The data were analyzed thematically using Wallace’s (1991) models of teacher education as theanalytical framework. In this multiple case study, the contents, tasks and activities of teachingpracticum modules were compared and contrasted across the institutions. The study found thatprivately-funded higher education institutions generally offered greater exposure to hands-onlearning opportunities than the public universities. There were variations across institutions inthe way they offered opportunities for classroom observation, lesson planning, practice teachingand post-practicum conversations with teacher mentors. The data also revealed that none of theuniversities provided any practicum opportunities focused on online or blended teaching, onecommon limitation of these practicum programmes.