This study, commissioned by the Teaching Council in Ireland, focused on the reform in initial teacher education (ITE), specifically School Placement (SP). A main aim of the reform was to extend the duration of ITE programmes in the first instance, and enhance the professional experience of student teachers (STs) through increased collaboration between cooperating teachers (CTs), Higher Education Institutions (HEIs) and schools. The study spanned four years, from 2014 to 2018, and employed a mixed-methods approach to investigate the implementation and impact of these reforms. Specifically, the study sought to document the implementation, bedding down and impact of the ITE reforms through focusing on the experiences and perspectives of major stakeholders, including student teachers, HEI tutors, CTs and school principals as they experienced changes to SP in ITE, such as the extended duration, broader professional experiences and collaborative learning between STs, CTs and HEI tutors. The new policy also sought to strengthen the integration of theory and practice, instil an inquiry orientation and emphasise evidence-based decision-making. In this context, the school was considered fundamental to acquiring the skills and competences needed by teachers in contemporary society. A comprehensive review of the literature emphasised the importance of SP for the professional learning of STs, highlighting the need for diverse opportunities, appropriate mentoring, feedback and constructive dialogue. Aligning with international evidence, good working partnerships between HEIs and schools were regarded as crucial. The study also underlined the pivotal role of both HEIs and schools in the professional development of student teachers, rejecting the outdated and dualistic notion of the study of theory being associated with HEIs with the experience of practice occurring in schools. Empirical findings from the study revealed that SP is a meaningful professional experience for the majority of STs and that it contributes strongly to the integration of theory and practice. As part of the reform, STs have extended SP, with opportunities to observe, co-plan and co-teach with their CTs. The study found that feedback that ST receive from HEI tutors was considered detailed and highly regarded by STs. However, variation in the experiences of STs in different schools was also found. Additionally, HEI tutors perceived their workload increasing in amount and intensity. The report suggests several recommendations for improving the consistency and coherence of the new ITE arrangements. These includ the need for a national mechanism to ensure access to SP for all STs, enhanced support and training for CTs, joint inquiries between HEIs and schools, revisiting the national framework, and aligning SP within the broader continuum of teacher education. In conclusion, while the reforms have been implemented, the authors noted that challenges persist, particularly in securing school placements and training CTs. The report recommends specific actions to address these challenges, emphasising the importance of collaboration among key stakeholders in teacher education.