In this paper, we examine the complementary and differing state-defined roles of beginning schoolteachers in England and Norway by investigating centrally mandated initial teacher preparation programmes in both countries. Through comparative analysis, we get to see the roles that the policy-makers in London and Oslo seek to confer upon the educators of future generations of schoolchildren, as well as exploring opportunities for cross-cultural policy learning. In broad terms, we found that centrally prescribed initial teacher training in England is, as its name implies, a training model that seeks to induct trainee teachers into the practical skills and willingness necessary for: instructing pupils in National Curriculum subjects, managing classroom activities, setting homework to consolidate and extend classroom work and providing pupils with a safe learning environment. Centrally prescribed initial teacher education in Norway is, as its name implies, an educative model whose goal is to help student teachers to: reflect and act upon the practical implications of educational theory, instruct pupils in National Curriculum subjects, display leadership in the classroom, act as a member of a caring profession, promote Norwegian values and provide pupils with a safe learning environment.