This research paper was aims at investigating the professional relationship in the practicumrnbetween language major third year students, tutors and cooperating teachers assigned to workrnwith them in Practicum III.rnThe paper was designed to investigate the professional relationship among the practicumrnparticipants in 2005/06 in KCTE and the cooperating teachers in the schools the students go to dornpracticum activities. It thus investi1ated the extent to which tutors at KCTE and cooperatingrnEnglish teachers in the selected 2n cycle primary schools perceive their supporting roles andrnparticipate in guiding and supporting the student-teachers who were assigned to work with them.rnFour basic questions were asked to find out the prevailing situation. The questions were: What isrnthe nature of professional support tutors and cooperating teachers offer to student teachers inrnPracticum III factual teaching practice? What factors affect the extent of the professional supportrnthat has to be offered by tutors and teachers? To what extent do the perceptions each participantrn(tutors, teachers, and student-teachers) affect professional relationship in the practicum? What canrnbe done to improve the professional relationship in the practicum situation in KCTE?rnTo find answers to these questions, different instruments were designed and administered. Threernsets of questionnaire were developed and administered. Each set went to different subjects: a setrnto 60 third year language major students, a set to 14 tutors at KCTE, and another set to 22 to 2ndrncycle primary school English teachers. Interviews were also conducted with the practicumrncoordinator at KCTE, 5 tutors and 7 student-teachers. Furthermore, classroom/school observationrnwas made, and feedback conferences attended.rnThis study revealed the type of professional relationship among the subjects of the study. It hasrnassessed the understanding, effectiveness of relationship and roles of practicum partners:rncooperating teachers, student-teachers and tutors. Although it was found that there is arnconsiderable good intent within the members of the practicum, the situation has been less than itrnshould have been for all the members.rnDuring the interviews held with the tutors they admitted that they did not support the students asrnmuch as they should. The majority of the students perceived the practicum to be indispensable.rnThey believed that it has too many activities, although enjoyable. They also said the time allottedrnfor teaching practice is short. Students perceived that peers, teachers and tutors were notrnsupportive enough. It was generally felt by many Â§tudents thJlt this might be due to their lack ofrntime or awareness about how their support is essential for the development of the students' futurernprofession.rnBased on the findings, recommendations were also made so that the practice in KCTE mayrnimprove and professional reiationships in the practicum become stronger.