The study aimed to evaluate the media literacy competencies of teacher trainees, focusing on the overall sample and specific subject-wise subgroups. Key objectives included determining the media literacy levels across the entire sample and within individual subject groups, assessing the percentage of student teachers with various media literacy levels, and examining differences in media literacy competencies among subject groups.A representative sample of  teacher trainees from various graduate-level education programs participated, encompassing students from Commerce, English, Malayalam, Mathematics, Natural Science, Physical Science, and Social Science. Data was collected using the Media Literacy Scale  and the findings revealed a high level of media literacy among all teacher trainees and across subject groups. Component-wise analysis also indicated high proficiency in areas such as source evaluation, media message analysis, understanding media ownership and control, digital literacy and privacy, media production, critical thinking and reflection, and media literacy in a social context. Among the subjects, Natural Science students scored the highest, while Physical Science students scored the lowest.The results suggest that teacher training programs effectively incorporate media literacy education, preparing future educators to engage critically with media.  Ensuring uniformly high standards across all subjects will help in maintaining the effectiveness of media literacy education in teacher training programs.Overall, this study underscores the critical importance of media literacy in contemporary education and demonstrates that current teacher training programs are successfully equipping trainees with essential media literacy skills. Integrating media literacy into teacher education, providing ongoing professional development, and fostering collaborative learning environments are essential steps in preparing educators to navigate and teach in a media-rich world.