Abstract
This paper explores the paradoxes of the nature and existence of preservice teachers as human beings anchored on the idea of Nietzsche, which is “human, all too human.” As humans, preservice teachers possess essential characteristics and capabilities for self-actualization. On the contrary, they are flawed and restricted because they are all too human. They are bound by their very being. It is argued in this paper that there is nothing wrong with this imperfection. This is part of preservice teachers’ true being that calls for self-awareness and transcendence. With resilience, these flaws can become avenues for growth and development. Given that preservice teachers are still trained of becoming teachers, their curriculum should be responsive to the identified complexities. The teacher education curriculum must embrace humanistic approaches, highlighting holistic development, reasoned freedom, philosophical integration, and purposeful practice. In this manner, the formation of future teachers will go beyond imperfection, leading to professional competence and quality education.