This paper explores the lived realities of parent-trainee-teachers (parent-trainees), based on the theoretical concept of 'othering'. Othering practices can serve to reinforce and reproduce positions of domination and subordination. As such, those who are 'othered' often experience marginalisation, decreased opportunities and exclusion. This paper seeks to understand the practice and effects of othering. It focuses on a group of parent-trainees engaged in meeting the academic and professional demands of a teacher training programme, whilst juggling their responsibilities as parents. It shows that parent-trainees are cognisant of their otherness and reveals five forms of othering in trainees' descriptions of their experiences: institutional, programme, peer, family, and friendship. The concept of the universal caregiver is offered as a way forward in considering programme design to meet the needs of diverse groups of trainees.