This qualitative study sought to understand how neoliberalism shapes the English language students’ teaching practicum at the College of Education (CoE) at Sultan Qaboos University (SQU). Document analysis of three public documents: CAEP Accreditation Policies and Procedures, Handbook of Field Experiences and Student Teaching, and Achievement Portfolio, was done and semi-structured interviews were conducted with two high-profile stakeholders from the CoE at SQU and six female student teachers who completed the practicum at the CoE at SQU. Critical Discourse Analysis (CDA) was used to analyze the data taken from the documents and interviews. The findings revealed that both the analyzed documents and the high-profile stakeholders emphasize and encourage standardized and evidence-based assessments, contrasting with a more humanistic approach. The student teachers, however, reported that the achievement portfolio, which is an evidence-based assessment tool, is inauthentic. They confessed to fabricating its content, due to time constraints and overwhelming demands, to attain high grades in return. They advocated for streamlined portfolio requirements to enhance effectiveness and create space for reflection and action research. These findings call for developing contextualized assessment tools rather than depending on imported ready-made ones. The findings also indicate that the student teachers expressed dissatisfaction with the quality of feedback they received from college supervisors and cooperating teachers, which was based on standardized assessment tools that undermine the complexity of ELT and show a lack of trust in the intelligence and judgment of college supervisors. However, the high-profile stakeholders praised the technical roles assigned to both college supervisors and cooperating teachers, as outlined in the public documents, emphasizing technical excellence over holistic teaching abilities, and the selection criteria of cooperating teachers, which the analysis of the public document revealed to be based on quantifiable results. These findings underscore the need to provide adequate training for supervisors and improve the selection criteria of cooperating teachers. Additionally, while the stakeholders described the courses of the ELT program at the CoE as well-aligned, student teachers reported that the pre-practicum courses failed to prepare them for the practicum experience, which indicates the potential downsides of this linear approach, and suggested more emphasis on reflection, action research, and practical experiences.