This article examines the role that professional experiences (practicum) can play in building resilience in pre-service teachers. In particular it focuses on a learning communities model of professional experience with its emphasis on relationships and its attention to the complex and dynamic interactions between individuals and their "student teaching" contexts. This article draws on a number of studies including evaluations of two cohorts of graduate Bachelor of Education (primary) students and a self-study based on the work of two university academics. Jordan's [2006. "Relational resilience in girls." In S. Goldstein, & R. Brooks, (Eds.), "Handbook of resilience in children." New York: Springer] model of relational resilience--with its characteristics of mutuality, empowerment and the development of courage--is used as a conceptual framework for illuminating some of the emerging insights from our work with the Learning Communities model.