Over decades, the body of research about the experiences and perceptions of prospective teachers of English during their teaching practicum has grown substantially. However, little research is currently available on the role of the wider educational context in shaping the TESOL practicum. The current study attempts to fill this gap by differentiating the wider educational context from the local situational context through providing details and insights about prospective teachers' intricate interactions with their wider educational context. In this study, the researchers used an exploratory qualitative research design. Following analysis of 24 participants' written observation reports collected over a 10-week period, they conducted a focus group discussion with five participants. Findings revealed four key themes pertaining to the Turkish educational context, showing that several factors beyond the control of prospective teachers inevitably affect their practicum experience. In conclusion, this study delves into the complexity of the TESOL practicum by highlighting the intricate interplay between the wider educational context and prospective teachers' experiences. It is suggested that investigating context-bound factors and gaining a deeper understanding of the elements that frame prospective teachers' perceptions of their wider educational context could ultimately result in more principled and effective teacher education.