In this article, I consider the issue of success in practicum within early childhood initial teacher education (ITE). I discuss findings from a doctoral research project that enquires into what counts as success for student teachers and their associates on practicum, illustrating the discussion with data from three associate teacher/student teacher dyads. Themes of success, culture, language, practice, and time are linked to concerns about equity within the structure and assessment of practicum within ITE. I suggest that many New Zealand ITE providers do not provide programmes that offer practicum flexibility to suit individual student needs in order to encourage success. Rather, all students are expected to achieve within the same set standard length of time. I further suggest that the assessment of practicum does not take into account the student and associate individual senses of success within practicum. Instead, assessment relies solely upon externally-imposed summative assessment criteria. A variety of alternatives are briefly explored.