This study investigated whether typical field instruction practice adequately addressed student-teachers' emotional needs and discerned whether unmet needs interrupted teacher learning. Four student-teachers completed weekly needs-based writing tasks, based on a broad application of Needs Theory. At the conclusion of the 16-week practicum, data collected during typical field instruction practices (transcripts of weekly conferences, observation field notes, and reflective writing tasks) were compared with non-typically collected data (needs-based writing task). Findings from within-case and cross-case analyses illuminated non-cognitive root causes of teaching and learning problems. Student-teachers' dichotomous problem-solving, when attempting to satisfy emotional needs, thwarted teacher-learning opportunities.