Author Renee T. Clift provides this commentary on the articles presented in this issue of "Studying Teacher Education." Clift begins by writing that while this issue of the journal gives voice to teacher educators who are seeking to better understand and improve their work with teacher candidates during the practicum experience, she notices that the voices of mentor/cooperating teachers are noticeably absent. She argues that if university-based teacher educators primarily focus on themselves and their students, they lose an incredible amount of knowledge and expertise found among field-based colleagues. Clift believes these practitioners ought to be included in discussions and collaborative self-study research endeavor.