Practicums as part of teacher education are important for teacher students' professional development. Co-operative teachers support students' learning during practicums, but in the early childhood education (ECE) context the work community of the ECE center is also seen as an essential part of the practicum environment. This study investigated ECE teacher students' perceptions of the practicum work community's significance for their professional development. The data were collected by focus group interviews (N = 8) involving teacher students (N = 20) during their final practicum period. The data were analyzed by using qualitative content analysis. The results revealed that students perceived the work community as an environment for their learning and well-being, and as an enabler of students' participation and agency, as well as a form of support for mentoring. These factors were seen to influence the students' perception of an ECE teacher's profession and the versatility of students' opportunities to practice the skills expected of an ECE teacher. In addition, these factors were considered important for building confidence in professional competence and commitment to the ECE field. The results highlight the importance of improving practicum work communities' functioning, interaction atmosphere, and understanding on their significance in practicum in supporting student teachers' professional development.