This research paper delves into the teaching aptitude among trainee teachers, emphasising the roles of experience, gender, and educational streams. A detailed analysis of recent empirical studies indicates that prior teaching experience significantly enhances teaching aptitude, suggesting that hands-on experience in teaching roles substantially augments pedagogical skills. Conversely, our investigation reveals that gender and caste do not significantly influence teaching aptitude, highlighting the non-discriminatory nature of pedagogical capabilities across these demographics. These insights are crucial for refining teacher training programs to focus on practical experience while promoting inclusivity. The findings advocate for policy adjustments in teacher education to ensure a broad-based and experiential training approach.