This study aimed to conduct an in-depth exploration of academic jealousy among pre-service teachers at Mashhad CFU. A concurrent mixed-methods design was employed. In the qualitative phase, a phenomenological descriptive method was used. Participants were fourth-year student teachers selected through purposive and criterion sampling. Data were collected via semi-structured interviews and analyzed using thematic analysis, resulting in the identification of basic, organizing, and overarching themes. In the quantitative phase, a descriptive-survey method was adopted. The population again consisted of fourth-year students, from which a simple random stratified sample of 85 student teachers across various academic groups was selected. The research instrument was the Academic Jealousy Scale (Kocak, 2019), which was administered after establishing its reliability and validity. Data were analyzed using one-sample t-test and repeated measures ANOVA. Qualitative findings revealed that student teachers’ lived experiences of academic jealousy were predominantly characterized by feelings of resentment, self-blame, and growth. Quantitative results confirmed the presence of academic jealousy, with resentment identified as the most prevalent feeling. Taken together, the findings indicate that academic jealousy is a significant challenge among student teachers at Mashhad CFU. A deeper understanding of their emotional experiences can inform the design of more effective intervention programs aimed at reducing academic jealousy and promoting students’ psychological well-being. Furthermore, university policies concerning performance evaluation, academic competition, and student support should be reconsidered.