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The paper aims to analyze student-teachers in a microteaching class when dealing with critical incidents or unanticipated events that occur during a lesson and trigger insights about some aspects of teaching and learning (Farrell, 2005, pp.114-115). A qualitative data based on interviewing 3 participants who had passed a microteaching class shows three prominent themes: language proficiency problem, the lack of class participation and classroom management issues. Each theme has two items to be discussed: the reasons of having critical incidents and strategies to cope with critical incidents. The result of this study is about some recommendations of critical incidents‟ coping strategies such as resort back to the student‟s L1, use coercing English, use teachers pauses, and eliminate some parts of the planning for dealing with critical incidents caused by language proficiency problem. In addition, some strategies used to cope with the lack of students‟ participation are reflecting on the students‟ interest, being more flexible with the students, and giving more exposure to the students. However, adjusted the classroom condition to the activity, attached the student‟s involvement, simplified the classroom activity, and relocated the missing part to another time allocation used as critical incidents coping strategies caused by classroom management issues.
