This study investigates the influence of microteaching on alleviating speaking anxieties among pre-service Turkish language teachers. Speaking anxiety is a common concern among language educators, affecting teaching effectiveness and overall classroom dynamics. Through a mixed-methods approach, data were collected from pre-service Turkish language teachers enrolled in teacher education programs. Quantitative measures, including pre- and post-microteaching surveys, were utilized to assess changes in speaking anxieties. Additionally, qualitative insights were gathered through interviews to explore participants' perceptions and experiences regarding microteaching and its impact on speaking anxieties. The findings highlight the significant role of microteaching in building confidence, improving speaking skills, and reducing anxieties among pre-service Turkish language teachers. Implications for teacher education programs and recommendations for future research are discussed.