The personality of a student-teacher plays a significant role in shaping the teaching-learning process and may influence academic achievement. This study examines the role of student-teachers’ personality in relation to their academic achievement. Personality characteristics such as emotional stability, conscientiousness, confidence, openness, social adjustment, and interpersonal skills can affect students’ learning attitudes, classroom participation, motivation, and academic performance. The study seeks to understand whether differences in personality traits are associated with variations in the academic achievement of student-teachers. Academic achievement is considered through students’ educational performance, while personality is examined as an important psychological factor influencing their overall development. The findings are expected to highlight the importance of personality development in teacher education and provide useful insights for teacher-training institutions. The study may also help educators design appropriate guidance and personality-development programmes to enhance the professional and academic effectiveness of future teachers.