This study used a correlational design methodology to examine teacher-trainees academic confidence, their rating of learning demands, and lecturer support at their teacher training college. Data were collected using a survey comprising the Academic Confidence, Learning Demands and the Teacher Support Scales. A total population sampling technique was used to select the teacher trainees who had attended the College for over four years; the rating analysis revealed that the trainees expressed moderate academic confidence and were in moderate agreement with the program's learning demands and lecturer support. Correlational analysis revealed a high direct relationship between academic confidence learning demands and lecturer support, which validates trainees' perceptions of the higher education learning environment. The program's Feasibility was the best predictor of academic confidence among the teacher trainees. This study provided significant insights into the program operations and can be instructive in developing program delivery at the teachers' college.