This article focuses on a study on six Portuguese teachers (three pre-service and three beginning teachers), who had developed most of their knowledge of TGfU informally through self directed study and attempts to adopt the approach during teaching practica. It investigated the ways in which they learnt about TGfU, how this shaped their experiences of trying to implement it during practicum and how this influenced their subsequent attitudes toward it and use of it. The six participants had limited exposure to TGfU in their PETE program but had been interested enough to pursue a better understanding of TGfU as self-directed learners. The study investigated their understanding of TGfU, how they developed it, and their experiences of trying to implement it on practicum. Positive support from a mentor teacher on practicum arose as the critical difference between participants’ who can be seen to have been successful and those were not and this is the focus of this article.