The Swedish teacher education is continuously changing along with the understanding of learning. The teacher education at Södertörn University has an intercultural profile, which is considered modern and innovative. In this essay, students’ experiences from their practical training are analyzed to examine the correspondence between teacher practice and the modern teacher role conveyed by the University. The results show that some students have experienced practical training where the standards of the University’s teacher role were met, whereas others feel that they have not received the practical guidance needed to be able to wholly use their education in their future employment. Consensus between what the students and the tutors expect from each other is a possible reason for the lack of adequate guidance. Tutors sometimes seem uncertain of what role to adopt to provide the teacher students a constructive practical training. The issue of the role of the tutors during practical training ought to be an important discussion for teacher education. Moreover, it is important to point out that many of the involved people, both the responsible at Södetörns University and scientists are aware of the situation. A solution for this problem is likely to be considerably long-term since a beneficial solution would be an established view on teaching, from all parties involved, as something intercultural with focus on a reflective approach. The effect the intercultural teacher education has on future teaching is yet to be discovered.