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There is a global recognition of the importance of the quality of teachers for the quality of education in schools and, whilst there is less unanimity about exactly how and where student teachers should be educated, there is consensus around the importance of the professional learning which takes place during the practicum or teaching practice. In this article, such learning is viewed through the lens of Lave and Wenger’s conception of ‘legitimate peripheral participation’ and, using questionnaires, through the eyes of student teachers in Malawi, Mozambique, Northern Ireland and Uganda. The issues raised by the students presented both distinctive commonalities, particularly around mentoring, and also localised issues, such as rudimentary resource provision. Everything depended, however, on the establishment of intentionally structured support mechanisms which recognise the value and distinctive nature of these important periods of initial professional learning.