The public perception of the second phase of teacher training is characterized by a peculiar agitation. The experience of the internship seems to be widely marked by high levels of stress, pressure, and suffering. This study begins with the traditional complaints associated with it. However, these are framed as expressions in need of clarification regarding specific crises of professionalization, which are rooted in the initial engagement with school practice in the role of a teacher during the internship. Within the framework of an empirical-reconstructive analysis of the structural logic of the crisis nature of the internship, the study also addresses the question of the possibilities for professionalization that arise from these crises and the ways of dealing with them.