Teachers want to impart knowledge. However, they must also support the desire of young people to acquire knowledge. Therefore, part of a teacher's role is to take an interest in the relationship with knowledge. For trainee teachers in teacher training programs, the question arises whether they want to take on this responsibility or not. In a qualitative longitudinal study, the authors examine the professionalization of aspiring teachers from an explicitly psychoanalytical-Lacanian perspective. Through individual case evaluations and the creation of a typology, they can theoretically substantiate successful and unsuccessful, problematic, or vulnerable developments during the process of teacher training.