This article examines the way the teacher candidates used their understandings of their roles and relationships to construct instances of success. These participants had the same content major, took the same teaching coursework, and had the same programmatic expectations for student teaching. Both deemed their student teaching internship as a successful learning experience, and they received a passing grade. However, the two teacher candidates differed in the ways which they made meaning of everyday events and relationships. One of the participants defined success through the feedback from her cooperating teachers and university supervisors, whereas the other participant drew upon her own internal beliefs.