This study sought to investigate sixteen New Zealand primary student teachers in the second year of their three-year Bachelor of Teaching (Primary) initial teacher education (ITE) programme. Specifically, how these participating student teachers planned for science, technology, and the arts as they worked to be both more effective and culturally responsive teachers. This study employed ethnomethodology and symbolic interactionism to generate narratives of these student teachers' lived experiences. As part of their programme, these student teachers engaged in reflection-on action to inform reflection-for action as part of peer reflection groups. The findings of this study contributed directly to programme academic development in how to supports student teachers to learn how to become resilient and successful as they negotiate the intersections of being students, teachers, content, pedagogy, and professional expectations in their learning to teach journeys.