This article explores stakeholder perceptions of an alternative model for pre-service student teaching -- one that prioritizes instructional planning and reflective practice by reducing the amount of time student teachers are expected to teach directly. The research draws on 245 surveys, collected over a four-year period, from student teachers, mentor teachers, and early career teachers who used the model during student teaching. Findings focus on perceptions of the model's impact on quality planning and reflection, overall growth during student teaching, and sense of preparedness for the first years of teaching. The study also tracks candidates' consistency in using the model as designed, as well as tensions experienced by stakeholders in balancing perceived student teaching priorities. The study encourages teacher leaders to question assumed induction systems and practices, to seek ways to understand the unique needs of pre-service teachers during internships, and to shape conditions for optimal early career learning.