This study aimed to conduct an in-depth exploration of academic jealousy among pre-service teachers at the Mashhad CFU. The research design was a concurrent mixed-methods approach. A phenomenological descriptive method was employed for the qualitative phase. Participants were all pre-service teachers at the university, with fourth-year students selected using purposive sampling and criterion sampling. Data was collected through semi-structured interviews, and thematic analysis was conducted based on basic, organizing, and overarching themes. In the quantitative phase, a descriptive-survey method was used. The population also included fourth-year students, with a simple random stratified sample of 85 pre-service teachers from various academic groups selected. The research instrument was the Academic Jealousy Scale (Kocak, 2019), which was distributed after calculating its reliability and validity. Data was analyzed using one-sample t-test and repeated measures ANOVA. The qualitative findings regarding the lived experiences of pre-service teachers at the CFU revealed that their predominant feelings when facing academic jealousy included resentment, self-blame, and growth. The quantitative results also indicated the presence of academic jealousy among pre-service teachers, with resentment being the most prevalent feeling. Based on both quantitative and qualitative findings, academic jealousy is a significant challenge for pre-service teachers at the CFU. Therefore, by accurately understanding their feelings and experiences, it is necessary to design more effective intervention programs to reduce academic jealousy and improve students' mental health. Additionally, university policies in various areas such as performance evaluation, academic competition, and student support should be revised.