Teacher educators are charged with the responsibility of training teachers who will be required to make numerous daily decisions. One effective method to equip teacher candidates to manage the multitude of teaching demands is through the implementation of reflective practice. This study aimed to investigate the placement experiences of The Ohio State University SBAE student teachers by examining their psychological needs and motivation. A directed content analysis approach was used to analyze guided reflective journals to capture both triumphs (needs-satisfying experiences) and tribulations (needs-frustrating experiences). Reflective journal entries were bound by thirteen SBAE student teachers over fifteen weeks in the spring of 2023. Tenets from Self-Determination Theory were used as a lens to guide the theoretical framework for this study. Findings were categorized into needs-satisfying and needs-frustrating themes. Findings highlight student teachers discuss their psychological needs of autonomy, competency, and relatedness through the lens of self-determination theory. We recommend teacher educators provide opportunities for student teachers to reflect on their psychological needs to increase self-regulation and internalization. Further, we recommend that research integrate motivational theories to explore how teacher preparation programs can support the complexities of learning to teach.