Teaching is an emotionally demanding profession that requires educators to regulate emotions effectively while maintaining pedagogical competence, classroom discipline, and positive student relationships. Emotional competence is particularly important for pre service teachers who are in the process of developing their professional identity and instructional confidence. The present study investigates emotional awareness, emotional challenges, emotional regulation, coping strategies, and support needs among pre service teachers. The study employed a descriptive correlational survey design involving 67 pre service teachers enrolled in teacher education programmes. Quantitative data were collected using a structured questionnaire consisting of 20 Likert scale items measuring five dimensions of emotional competence. Descriptive statistics and Pearson’s correlation analysis were utilized to examine relationships among the variables. Reliability analysis using Cronbach’s Alpha α = 0.64 indicated moderate internal consistency acceptable for exploratory educational research. The findings revealed that participants demonstrated high emotional awareness M = 4.09 and strong coping strategies M = 4.02 , while experiencing moderate emotional challenges M = 2.85 during teaching practice. Correlation analysis showed significant positive relationships between emotional awareness, emotional regulation, and coping strategies, whereas emotional challenges demonstrated negative correlations with these dimensions. The results further highlighted a strong perceived need for emotional management training and structured institutional support. The study underscores the importance of integrating emotional intelligence development, reflective practices, emotional resilience training, and mentorship support within teacher education programmes to strengthen emotional competence and professional well being among future educators. Emotional Intelligence, Pre Service Teachers, Emotional Regulation, Coping Strategies, Emotional Well Being, Teacher Education, Emotional Competence. 36-41 National Level Conference on Transformative Higher Education-Skills, Equity, Innovation (THE-SEI 2026) Special Issue Asst. Prof. Ms. Rachana Das | Ms. Ansha Wandalkar