This article examines the phenomenon of failure in a Bachelor of Education practicum from the perspectives of preservice teachers. Utilizing a phenomenological theoretical framework and methodology, the perspectives of four preservice teachers are shared. The data were drawn from practicum reports, field notes, interviews, and student teacher questionnaires. Analysis of the findings reveals how insufficient content knowledge, inadequate planning, and avoidance of difficult discussions lead to failure. Further analysis of the sequence of events leading up to the failure reveals the significance of clear and authentic communication in the early days of the placement. Although the four preservice teachers struggled with failure, they also demonstrated resilience in their quest to become teachers. The authors conclude with six essential questions that help to mitigate failure.