This research, conducted in the north-west of England, examined what primary trainee teachers believe affects their wellbeing, while studying on a 1-year post-graduate course. The research adopted a phenomenological case study using semi-structured self-directed interviews. Our thematic analysis illuminates that trainee teachers' intersectionality (being both a student "and" a primary trainee teacher) places them in a vulnerable position, whereby their dual set status exacerbates any wellbeing issues. These issues include financial anxiety; difficulties managing workloads; poor relationships with school staff and perceived negative school cultures. As many of these issues are systemic, trainee teachers are often powerless to ameliorate these problems, and therefore this piece of relevance to policy makers and ITE curriculum creators.