The current study aimed to explore the teaching strategies employed by prospective teachers in relation to Malcolm Knowles' Andragogical Assumptions. This study was quantitative in nature. Researchers collected the data using a self-developed questionnaire that used a five-point Likert scale. The sample of the study consisted of 320 students purposively selected, 08 universities in southern Punjab were included. Researchers selected students pursuing B.Ed, B.Ed, and BS(education). The data were analyzed through SPSS. The result shows that teaching strategies generally align with andragogical principles. Teachers exhibited a strong alignment with principles such as motivation to learn and readiness to learn. Gender-based analysis revealed no significant differences in responses between male and female participants. Students enrolled in B.Ed programs reported higher alignment scores compared to those in B.Ed and BS (education) programs. It was recommended a closer integration of andragogical principles into teaching practices to enhance the effectiveness of teacher preparation programs.