This article looks at the results of a feedback exercise carried out with young teacher trainees following a final teaching practice. The problems the trainees experienced are examined in order to see how far the current paradigm of reflective teacher education meets the needs of young preservice trainees. It is suggested that whilst some aspects of a reflective approach appear attractive, particularly the move to a more collaborative ‘clinical’ form of supervision, initial teacher trainees may actually find a more guided approach helpful.