Pedagogical competence is one of the important competencies for teachers to have. As one of the LPTK that produces prospective teachers, XYZ University has a role in ensuring that its students achieve pedagogical competence by organizing the Clinical Placement Practicum program. This research is an evaluation study using the Context Input Process Product (CIPP) model. Data collection was conducted through interviews, questionnaires, and document studies. The validity of the data is ensured through the process of source triangulation. Data analysis is conducted through the stages of data reduction, presentation, and conclusion drawing. Here are the evaluation results: a) Context, it appears that the program's objectives align with the achievement of the Faculty's graduate profile, particularly in the aspect of competence, specifically in pedagogical competence; b) Input, the resources used have not fully supported the effectiveness of the PPK program implementation, especially in supporting the pedagogical competence of students placed in PAUD; c) Process, the DPL and Mentor Teachers have made efforts with various mentoring actions. However, the guidance provided needs to be further improved; d) Product, students are able to provide emotional support to children, listening skills, skills in interacting with early childhood children, their ability to group early childhood children according to their developmental aspects, and they have consistently applied rules and procedures. However, there is still a need to improve the ability to plan appropriate methods and teaching aids, provide scaffolding, reinforce the child's potential, maintain a reflective and evaluative attitude personally, and use appropriate methods and teaching aids.