The decision as to whether a student teacher is ready to teach, and how to foster the capability to teach, is an important matter in all countries. However there are many variations between national policies, for example to towards how the judgement is made (for example professional or prescriptive); who decides (staff in school or from higher education); where accountability lies (higher education, school or elsewhere). However, research evidence suggests that there are many factors associated with support and assessment of individual students which are likely to be partially or wholly outside the influence or control of a higher education institution or school. This poses a challenge for initial teacher educators everywhere, whether based in higher education or school, who seek to maintain consistent, high quality support and feedback for, and robust final assessment of, students on placement. This project was carried out in the demanding environment of the English system, and investigated ways in which this challenge was tackled. Evidence was sought from three case studies. All involved primary schools (serving children aged between 4 and 11). One was a large and urban, one a small and rural school and one was a rural cluster, working in partnership with a higher education institution. The case study methodology was blended, but incorporated elements of Stake's approach. The principle of appreciative enquiry approach was adopted. The three case studies were chosen for their exemplary track records. The project was taken forward collaboratively with a team from higher education and school. The project attempted to identify the strategies adopted in particular problem areas which had been identified as appropriate for intervention for each case study, and profiled how progress was made, from the perspectives of various role players. Where direct influence was deemed ineffective, or inappropriate, the case studies illustrate approaches to managing the situation. In each case, an attempt was made to identify the local conditions which facilitate the success of a particular strategy. The aim was to present exemplars for others to to be able to adapt and adopt. The case study data and analysis provide specific examples of: v The role of school culture in enhancing the support and feedback for, and assessment of students, the features by which the culture may be recognised, and how it evolved. v A Needs Analysis Week in which distance learning students are 'thrown in the deep end' and assessed in the classroom for their preparedness to teach. This enables an appropriate allocation to four routes of the programme. The challenge is the coherence of grading between schools and higher education, as in a final assessment on school placement. v Strategies for supporting a student and school staff where the student is seen as 'failing'. The case study highlights an approach towards a positive 'exit strategy'. v Managing the challenge posed by a new technology, the interactive whiteboard, in a context of wide diversity of preparedness of school staff and students. The case study illustrates how flexible feedback opportunities for staff and student may be encouraged. v How a closely knit, mutually supportive but geographically isolated cluster of small schools, may create favourable conditions for consistent support and assessment of students on atypical placements, such as mixed age group classes. From this grounded approach, evidence emerges to illustrate how challenges which are common to initial teacher education in diverse contexts, and across EU countries may be met. (The research was supported by a grant from the Teacher Training Agency).