Abstract: The present study aimed to comparatively examine the components of clinical evaluation in the internship programs of Farhangian University of Iran and selected countries. A qualitative comparative research design was employed. The internship evaluation systems of Farhangian University and six countries—the United States, Australia, England, Finland, Japan, and Singapore—were purposively selected for comparison. Data were collected through document analysis and a review of the relevant literature and analyzed using Bereday’s comparative model. The findings indicated that the selected countries have strengthened clinical evaluation and student teachers’ professional development through school-based and reflective approaches, professional mentoring, multisource evaluation, the integration of educational technologies, and effective school–university partnerships. In contrast, although Farhangian University’s clinical evaluation system emphasizes classroom observation and professional teaching standards, it faces challenges, including the predominance of a supervision-oriented approach, limited school–university collaboration, and insufficient integration of educational technologies. The findings suggest that redesigning the clinical evaluation system in light of these international experiences could enhance the quality of internship programs and contribute to the preparation of professionally competent teachers.