This article reports on a University of the South Pacific (USP) study of supervising lecturers (SLs) and pre-service teacher education students' (PSTs) experiences and reflections on their involvement in the practice teaching component in the degree program for secondary school teachers. Two sets of rich data have emerged from this study. Firstly, there are critical reflections from PSTs themselves about teaching and learning; professional development opportunities; and what seemed lacking in terms of continuous nurturing, care, concern, and constant supervision by the SLs, in comparison to the same provided by their associate teachers (ATs) in their practice teaching schools. The relationship between PSTs and SLs appeared weak right from the initial stages of teaching practice, in contrast to what PSTs shared with their ATs. Statements have emerged from PSTs that the relationship between SL and ATs was not as powerful and effective as it should have been. Critical reflection upon our practices as teacher educators and the voices of PSTs are particularly valuable as we seek to reshape a teaching degree at USP and also help to shape teacher education across the South Pacific region.