As a result of the corona pandemic, school practice changed in the spring of 2020. While the effects on students and teachers have already been widely investigated, few studies exist on how the changes in the schools also affected the training of future teachers. Starting from this research desideratum, this paper reports findings from a survey of student teachers who were unable to complete all but three weeks their long-term internship in a school-based setting during the second semester of 2020. An online survey on the design of school practice under corona conditions was answered by n = 92 students and reported on contacts, fields of activity, cooperation as well as their internship experiences as (in)possibility for professionalization. In addition to descriptive results, cluster analyses indicated four types provide information about the different assessment profiles of students. The four types result from the self-assessed preparation of the students for their future professional practice through the cooperation with school mentors and university mentoring seminar leaders. In sum, the findings highlight the importance of practical school experience and underline the relevance of mentoring for the professionalization of future teachers.