Our study investigated the role of failure during the school-based agricultural education (SBAE) student teaching experience. Using narrative inquiry, we analyzed the reflections of twelve SBAE teachers to uncover their moments of failure, how they reconciled those failures, and the lasting impact of these experiences. Our findings highlighted a key need, encompassing balanced mentoring and intentional reflection during the student teaching experience and teacher preparation programs, as we found preservice teachers benefited most from environments that embraced and supported failure, provided autonomy, and encouraged constructive reflection. These insights suggested practical reforms to equip preservice teachers for the complexities of their future classrooms.