The significance of teacher-student relationships in educational settings is well-documented (Roorda et al., 2011). Research underscores the multifaceted nature of teachers' relational competence and its profound impact on students’ academic performance and well-being as well as teachers’ professional learning (Aspelin & Jonsson, 2019; Jensen et al., 2015). Earlier reviews of effective teaching characteristics consistently identify relational competencies as fundamental for fostering positive classroom environments (Nordenbo et al., 2008). However, the relational competence of teacher students remains an underexplored domain. This paper aims to investigate teacher students’ perceived relational competence four and a half years into a new national five-year master’s teacher education program in Norway. Our main research question is as follows: What are teacher students’ perceptions on how well their teacher education programs prepare them for relational competence in teaching practice? The study includes a survey were 484 teacher students in their fifth year as students responded regarding questions about how prepared they were for teaching both inclusively and for a varied student group. The survey included open questions in which many students wrote about the challenges they expected to meet regarding inclusive and relational teaching. These qualitative data were analyzed using reflective thematic analysis (Braun & Clarke, 2019). The preliminary results highlight significant challenges in teacher education, particularly regarding relational competence. Many students feel inadequately prepared for the relational aspects of teaching, such as managing classroom dynamics, engaging in effective communication with parents, and collaborating with external agencies. There is a perceived gap between theoretical knowledge and practical application, with insufficient focus on real-world teaching scenarios and the development of interpersonal skills. The short duration of practice periods limits opportunities for building meaningful relationships with students, which is crucial for effective teaching. Additionally, there is a call for more comprehensive training in special education, conflict resolution, and tailored instruction to better equip future teachers for diverse classroom environments. Overall, the emphasis is on the need for a more practice-oriented approach in teacher education to bridge the gap between academic preparation and the realities of the teaching profession. By focusing on students’ experience-based perceptions, this study contributes to understanding their need for developing relational competence as a critical aspect of teacher profession. Further, it provides valuable insights for creating effective approaches in teacher education focusing on relational skills that can enhance teaching practices and foster positive student outcomes.

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