This article examines the conditions that shape and constrain cooperating primary school teachers' readiness to take on mentoring roles within a partnership model of initial teacher education (ITE) in the Republic of Ireland. It examines their understanding of policy expectations, the duality of their roles and the challenges they face, providing insights into how professional learning can address these issues.

Adopting a qualitative methodology, semi-structured interviews were conducted with 15 cooperating teachers (CTs), all of whom had over 5 years of experience supporting student teachers. Thematic analysis was used to explore their perceptions, challenges, and readiness to engage with the Teaching Council of Ireland's expanded vision of their roles in ITE, focusing on their experiences and professional learning needs.