This research looks into conflict situations and the reasons leading to conflict between teacher candidates and mentor teachers during the Teaching Practice course which is essential for teacher education. The study employs a phenomenological approach to research and semi-structured focus group interviews for data collection. The participants of the research are 163 teacher candidates from 8 different faculties and 4 different departments. Content analysis is used for data analysis. First, codes are identified in the text and themes were formed drawing on the codes. The findings revealed the following themes: problems related to the class, mentor teacher’s perception of the teacher candidate, problems related to the process and problematic issues for the candidate. The teacher candidates stated the following reasons for conflict: causes related to the university tutor, causes related to schools and causes related to the practice process. The paper concludes with some suggestions based on these findings.