This monograph deals with situations in which an intern must be withdrawn from teacher education. It is about those who, for whatever reasons, are not suited to be teachers. Withdrawal from internship represents a major adjustment in career orientation and is intertwined with one's confidence and feelings of worth. The manner in which this process is handled is critical in helping to re-adjust personal and professional goals. Six stages in the process of withdrawing interns from the practicum are described (identification, analysis, indecision, recognition, acceptance, and adjustment). The challenge for the college supervisor and/or cooperating teacher is to ensure that the intern is able to move through each of these stages. The role of the program is to help an intern perceive withdrawal from a positive perspective. Two diametrically opposed concerns, the welfare of pupils versus the welfare of the intern are considered. Several arguments to utilize in the withdrawal process are presented, and two arguments which are not justifiable and that basically give the welfare of the intern priority over the welfare of the students, are also discussed. Guidelines and considerations based on a rational and sensitive approach can result in an intern's positive feelings of new realizations and growth. (Author/LL)