There is currently a shortage of teachers in schools, which means that an increasing number of people without full qualifications are being employed. In the form of part-time work, students also take on jobs at schools that differ from those that are part of a long-term school internship in the teacher education programme, as the long-term internship aims to professionalize prospective teachers, while part-time work is intended to alleviate any shortages. One condition for long-term internships to contribute to the professionalization of prospective teachers is the support of students by mentors and, associated with this, the intentional design and reflection of learning opportunities during the internship, which is not associated with meeting the needs of schools. It can be concluded that students who work in schools in the form of a part-time job alongside their long-term internship are confronted with a wide variety of role expectations and tasks, which can have an influence on their experience of stress, among other things. Based on a survey of students (n = 134), this article examines the extent to which students combine their long-term internship with part-time work, what tasks they have during this part-time work at school, how they are supported and to what extent they experience stress.