Teacher education face the challenging task of initiating newcomers into the professional “establishment” of teaching as well as preparing them for transcending and developing their own and collegial practices. Based on experiences from a R&D project at the university of Tromsoe, the authors´ point of departure is that students´ participation in school-based development projects is vital in nurturing a more inquiring teacher role. Varieties in students´ participation is illuminated via two cases, ranging from more detached and peripheral positions to being centrally placed development agents. In spite of these variations, observing and participating implies an valuable element of authenticity, also by offering opportunities of presenting coursework and examination reports for teachers, at seminars and conferences. This also involves student teachers´ participation in extended networks of learning and professional discourse. The article also discusses changes in the practice architectures that is necessary for promoting students´ participation in school development: more flexible time schedules and examination procedures, better cooperation between campus and practicum schools, new arenas for integrating theory and practice (dialogue seminars) and ultimately the availability of “university schools” with strong and consistent developmental profiles.