This study explored how interaction between student teachers and supervisors create professional development opportunities during practicum. Often, student teachers are considered as the "apprentices" and their supervising teachers are the "masters." Is it really true? Do prospective teachers learn everything from their supervising teachers? Or is it possible that student teachers provide some potential professional development opportunities to their supervising teachers? A primary focus of the research was the relationship between student teachers and their cooperating/supervising teachers and how the cooperating teachers benefited from this relationship. The study reveals the nature of student teacher-supervising teacher relationship, what supervising teachers gain from this interaction, and the role of the prospective teachers in professional development of supervising teachers in terms of reflecting, sharing, and providing feedback. This study underlined the fact that student teachers have a potential capacity in reverse knowledge transfer, from novice to expert.