The paper reports some of the findings of a qualitative case study that examined the perceptions of the role of cooperating teachers as they supported pre-service teacher colleagues. The study revealed a number of significant issues related to professional learning and teachers' "ways of knowing". One of the most significant results to emerge was the emotional dimension of the role of the cooperating teachers. Previous studies related to education "per se" have identified an "emotional dimension" for the students and teachers, respectively. However, there has been limited research that identifies this important aspect of pre-service teacher education programmes for the school-based teacher educator. This paper explores issues related to the emotional intensity of the role through the "voices" of the cooperating teachers as they describe the roller-coaster ride of emotions that the practicum generates. Discussion will address the implications of such findings in light of the increasing demands of teachers' work and the complexity of their workplace.