This study aimed at investigating the relation between the professional self-image and the teaching performance of 3rd year pre-service teachers at Faculty of Education, Fayoum University during the first semester of the academic year 2023-2024. It intended to explore whether positive professional self-image could possibly induce better teaching performance or rather creates a motive for improvement in poorer cases. It poses questions of whether the relationship between the two variables is a direct positive relation or a negative one. The study adopted a 5-point Likert-scale for both the professional self-image scale and a teaching performance checklist to gather data, and employed both descriptive and inferential statistics for the analysis of the gathered data. The findings of this study revealed that there is a statistically significant positive correlation between the two variables. The professional self-image scale dimensions including; physical-competence, social acceptance, creativity, and professional responsibility and growth, were positively related to the skills of the checklist. The results of this study implied that the respondents' total level of positive self-image of themselves, including the physical competence, social acceptance, professional responsibility and growth, and creativity, was high. It also reflected a noticeable development in the necessary skills for teaching performance.