The move to school-based initial teacher education has opened up exciting opportunities for student teachers to learn from practising teachers' expertise. Exploiting these opportunities is not, however, straightforward since much of that expertise is embedded in practice and rarely articulated. This volume explores the implications of different approaches to helping student teachers to learn from practising teachers. It puts particular emphasis on an approach based on research into that expertise and designed to give student teachers access to it. The wider implications of this work for the development of school-based initial teacher education are examined, and suggestions are made about the conditions that are necessary for school-based initial teacher education to realize its potential.