Peter GrootenboerAn integral part of all initial teacher education programs is the school-based practicum where preservice teachers get an opportunity to develop their teaching skills and knowledge in a classroom. Many have suggested that these experiences are very powerful in shaping prospective teachers views of teaching as they are perceived as being ‘real’ as opposed to the ‘artificial’ environment of the tertiary courses. This can mean that the practicum experiences can legitimate or negate the learning that occurs within tertiary courses. In particular, preservice teachers can make significant positive changes in their affective responses to mathematics, but the longevity and stability of these changes can be severely challenged through their school-based practicum experiences.