This paper presents the findings of a qualitative interview study of the professional identity of 45 student teachers. The students described their personal experiences in teaching their own subject and the positive and negative emotions that were evoked. Students emphasized failure or success but not what they had or had not learned. Broader social contexts and professional relationships within the teaching community were marginalized. The study suggests developing the social aspects of learning to teach by supporting teacher identity formation in initial training. Stronger links between teacher education and society might better prepare students for their future work.