The study assessed the effect of Micro-teaching skills on students? performance in teaching practice in colleges of education in Kano State. The study was conducted with the objectives to; find out the effect of set induction skill on the performance of studentteachers in teaching practice in Colleges of Education in Kano State; ascertain the effect of stimulus variation skill on the performance of student-teachers in teaching practice in Colleges of Education in Kano State; determine the effect of questioning skill on the performance of student-teachers in teaching practice in Colleges of Education in Kano State; and determine the effect of skill of closure on the performances of studentteachers in teaching practice in Colleges of Education in Kano State. Four research questions and four null hypotheses were postulated in line with the stated objectives. Relevant literatures were reviewed on the key variables of the study. The study adopted ex-post facto research design. The target population of the study comprised of 14755 NCE III from Federal College of Education, Kano, Federal College of Education (Technical), Bichi and Sa?adatu Rimi College of Education respectively. The sample size of 361 NCE III students was used in the study. Data was collected using students scores based on their performance during teaching practice. The instrument was validated by the researcher?s supervisors. The validated instrument was subjected to a pilot study and a reliability coefficient of 0.80 was obtained. The data gathered were analysed using descriptive and inferential statistics. At descriptive level, the frequencies were converted to means and standard deviation to answer the research questions while at inferential level, one sample t-test was used at 0.05 alpha level. Findings from the study revealed that set induction skill has effect on the teaching practice performance of student-teachers in Colleges of Education in Kano State (.000 <0.005). Also, stimulus variation skill has effect on the teaching practice performance of student-teachers in Colleges of Education in Kano State (.002 <0.005). Questioning skill has effect on teaching practice performance of student-teachers in Colleges of Education in Kano State (.004 <0.005). Skill of closure has effect on the teaching practice performance of student-teachers in Colleges of Education in Kano State (.001 <0.005). The study concluded that acquisition of relevant teaching skills is vital to teachers? preparation and training since teaching practice allows the teacher trainees to gain their first teaching experience that they find useful during their professional lives and also concluded that the use of micro-teaching skills in teaching practice reduced the teaching anxiety level of student teachers. Based on the findings from this study, recommendations were made among others that colleges of Education and other teacher training institutes should ensure that student-teachers are exposed to micro-teaching in order to acquire the rudiments of teaching in the classroom.