Two teacher educators taught in primary schools as part of their professional development. They found that their previous roles in educational contexts had a profound effect on the ways in which they had experienced the attachment, and their initial different perceptions led them to re-evaluate their experience. This paper reports and compares their experiences in terms of their preparation, their classroom actions, and their inital reflections. They argue that post-attachment professional discussion is necessary in order for professional development to take place in such a scheme. Copyright © 2001 Routledge.