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Our study examined the emotional pressure pre-service teachers face when experiencing failure. Using an exploratory case study approach, we investigated pre-service teachers' attitudes toward failure while delivering learning experiences. Our findings reveal that pre-service teachers often avoid failure due to fear, anxiety, and perceived inadequacies. Despite acknowledging the potential benefits of failure, our pre-service teachers struggled to embrace failure experiences. These findings suggest that teacher preparation programs must normalize failure and provide supportive environments where pre-service teachers feel safe to take risks, reflect on, and learn from their failures. In doing so, teacher educators can help pre-service teachers build resilience and acquire the skills necessary to begin their teaching journey.