This empirical study evaluates the psychological profiles and coping mechanisms of teacher trainees within the state of Gujarat, specifically examining the structural pressures generated by recent national curriculum overhauls. Utilizing a stratified random sampling methodology (N = 300), the inquiry contrasts the wellness indices and multi-factor adjustment patterns of student-teachers enrolled at the Indian Institute of Teacher Education (IITE), Gandhinagar, and Shakti B.Ed. College, Ahmedabad. Data collection was facilitated via two regionally validated psychometric instruments: the Gujarat Teacher-Trainee Mental Health Scale (GTT-MHS) and the Teacher-Trainee Multi-Factor Adjustment Scale (TT-MAS). The statistical evaluations demonstrate distinct variations in psychological wellness based on gender configurations, marital statuses, and family living arrangements. Conversely, institutional ownership styles (apex public university vs. private self-financed college) did not reveal statistically significant impacts on broad mental health baselines, though distinct variations surfaced in institutional adjustment domains. The paper discusses these outcomes against the backdrop of regional teacher selection tests (TET/TAT) and offers structural recommendations for teacher training regulators.