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This article analyses the perceptions of Physical Education undergraduates regarding their preparation to teach in basic education, with an emphasis on the influence of the PIBID and PRP teaching initiation programmes. This is a qualitative, exploratory study conducted with 11 students from the Faculty of Physical Education and Physiotherapy at the Federal University of Amazonas, all of whom had experience with supervised teaching internships. Data were collected through focus groups organised into two categories: one composed of students who had participated in PIBID or PRP, and another consisting of those who had not experienced these programmes. Data analysis was based on content analysis techniques. The results indicate that participation in teaching initiation programmes significantly contributes to the development of teaching confidence and professional identity by providing practical experiences integrated into the training process. On the other hand, limitations such as working within a single school segment and the disconnect between theory and practice in the internship were also identified. In addition, extension projects were highlighted as important for training and confidence-building, even among students who had not participated in PIBID or PRP. These findings underscore the importance of incorporating practical experiences from the early stages of teacher education to foster a more reflective, equitable, and contextually responsive preparation for public school teaching.