School internship is termed as one of the most important parts of any teacher education programme as this is the phase when the student teachers apply the knowledge and skills they had acquired from the college or institute of teacher education for the first time in real life situations. The study focuses on the real-life experiences of the secondary level student teachers from different institutes of teacher education in the Kerala state of India. Ten student teachers from three different institutes of teacher education were interviewed during their school internship. The interview focused on the meanings they, as student teachers attributed to the experience of a school internship. The interview data were analysed with the help of qualitative data analysis techniques. The major themes emerged after the analysis of data analysis were: (i) the first days of the internship were not pleasant for the student teachers (ii) not all the major roles of the regular teachers are assigned to the student teachers during internship (iii) social constructivist methods don’t work in the real classrooms (iv) visits by the supervisor teachers were not frequent enough (v) mentor teachers are helpful, cooperative and friendly (vi) student teachers felt like teachers and got recognized as teachers during school internship (vii) ICT facilities in the schools are not enough and accessible (viii) school internship did not affect daily routine.