The present study aims at identifying the level of stress vulnerability prevalent among student teachers in colleges of education. The researcher followed phenomenological approach to generate data for the dependent variable by adopting a semi-structured interview. She also availed the services of the faculty dealing with the students to provide data for their teaching competence and interactive skills. Statistical techniques such as correlation, multiple regression analysis, and percentile analysis were employed to test the stated hypotheses. The major findings revealed that the student teachers are experiencing a moderate level of stress vulnerability and both teaching competence and interactive skills have emerged as the predictors of their stress vulnerability.
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