The study is a phenomenological case study into the lived experience of teacher candidates and associate teachers in Ethiopia. The aim of the study was to gain a phenomenological sensitivity to the "lived" experience of the participants and through that to identify key structural and conceptual impediments to meaningful professional learning. The study presents analysis of how the problems framed as "structural and conceptual impediments" have jeopardised the emotional and professional well-being of the participants. The implication of the findings for teacher education institutions that use practicum as a strategy to prepare teachers was drawn. This, in a nutshell, is the view that shared responsibility for teacher candidates' learning is impossible without shared understanding, values and directions.