This research investigates the perspectives of the novice lecturers in the Faculty of English Language Teacher Education (FELTE) regarding Teaching Practicum’s impacts on their classroom management skills. Using survey research, data was gathered through questionnaires distributed among the whole population of 29 participants, followed by semi-structured interviews to gain a deeper insight into participants’ experience. The study’s results showed that novice lecturers generally made considerable progress in classroom management skills, especially in attention-drawing and response encouragement, creation of a motivating environment as well as physical and emotional interactions with students. On the other hand, it was discovered that inadequate duration and inappropriate timing generally impeded novice lecturers’ gains during their Teaching Practicum. However, some challenges related to supervisor and school choice turned out to be significant factors from which participants could derive considerable benefits, which is opposed to previous research. At the end of the study, some recommendations were suggested for future research on this topic.