The role the visiting lecturer plays in promoting and supporting student teacher learning on practicum is an important one in initial teacher education (ITE). The practicum experience is a challenging and high-stakes environment for student teachers. One of the reasons it is a high-stakes situation is because of the tension around assessment, and the passing or failing of the practicum. A central argument of this article is that student teacher learning is not simply focused on surviving the practicum and meeting assessment requirements, but in being challenged to acquire the skills of self-regulated learning. An important finding from the data emphasised the significance of the partnerships and conversations within the assessment process that took place between the visiting lecturer, associate teacher, and student teacher promoting self-regulatory practices.