This article reports on a small-scale study focusing on the nature and complexity of the role of the Initial Teacher Training (ITT) coordinator in schools in England. Data collection involved a review of the relevant course documentation of the four main Higher Education Institutions (HEIs) working in one region, a postal questionnaire to 113 primary and secondary schools within that region and semi-structured telephone interviews with six school-based ITT coordinators. The data were analysed within broad categories representing different aspects of the role. The findings suggest that whilst most time is spent carrying out administrative and organisational tasks, it is actually the pedagogical work of the coordinators that gives the most satisfaction and is one which offers opportunity for significant growth and development. The authors discuss the implications of this in terms of the partnerships between schools and HEIs and argue for a re-conceptualisation of the coordinator's overall role. (Contains 2 tables and 2 notes.)