The present study was designed to examine career maturity, achievement motivation and the feeling of security–insecurity among B.Ed. students (prospective teachers) in relation to their academic performance. The B.Ed. programme is a stage of professional preparation in which student-teachers consolidate their career choice of teaching, strive to attain excellence in academic and pedagogical tasks, and require a sense of psychological security to adjust to the demands of teacher training. A descriptive survey method was adopted and data were collected from a sample of 200 B.Ed. students (100 male and 100 female) selected through stratified random sampling from colleges/departments of education. Career maturity was measured with a standardized Career Maturity Inventory, achievement motivation with a standardized Achievement Motivation Scale, and the feeling of security–insecurity with a Security–Insecurity Inventory; academic performance was assessed through the marks obtained by the students in their previous B.Ed. theory examination. Data were analysed using mean, standard deviation, t-test and the Pearson product-moment coefficient of correlation. The findings revealed a positive and significant relationship of academic performance with career maturity and achievement motivation, and a positive relationship with the feeling of security. Significant differences were also observed between male and female prospective teachers on selected variables. The study carries useful implications for teacher educators, counsellors and policy makers in strengthening the vocational readiness, motivation and emotional security of prospective teachers.