Practicum is understood as a critical part of initial teacher education, and associate teachers play a vital and influential role for student teachers in their practicum experience. A substantial amount of research has focused on understanding the perspective of student teachers during their practicums, as well as the requirements of the associate teacher role. However, there is little information regarding the motivation of associate teachers in undertaking this type of a role. This article draws on the findings of a study that considered associate teachers as members of communities of practice and looked at what informed their understandings around their motivation for becoming and remaining associate teachers.