This paper investigates key elements in a positive practicum, from the perspective of post-primary pre-service teachers in Victoria, Australia. Four key issues emerged: the emotional and professional support given by the supervising teacher, the freedom for pre-service teachers to develop their own teaching style, the provision of specific and constructive feedback, and the approach to assessment. These findings offer possible lessons for the Republic of Ireland context, where pre-service teachers are normally supervised by university faculty. The paper aims to stimulate debate on the practicum, and in particular on the roles of the school-based teacher and the university representative. (Contains 1 table and 5 notes.)