This paper provides an analysis of the issues faced by student teachers when curriculum reform,both school curriculum and the teacher education curriculum,challenge existing practices in schools and universities.The paper draws on the experiences of 10 English Language Major student teachers as they think about,make sense of,and undertake their extended practicum in the fourth year of their teacher education program.The students,from the School of Foreign Languages at a major teacher education university in the northeast region of Mainland China are challenged by the complexity of the practicum as they attempt to negotiate the differing expectations of their school advisors and university supervisor.The analysis highlights two interrelated issues: the difficulties faced by reform efforts in China and the disjuncture between school and university expectations for practicum students in light of these initiatives.