Field experiences play a crucial role in teacher training in Germany. However, up to now, there are only a small number of evidence-based descriptions of the fundamental institutional frameworks of field experiences. Since disparate structures can be found across federal states in Germany and only a few studies on the effects of field experience exist, it is difficult to focus on concrete curricular aspects that might improve the quality of a teaching practicum. The present study investigates attributes of training structures as well as university-based supervision of field practice in the higher secondary level, carried out as part of the project “Panel zum Lehramtsstudium—PaLea”. Findings reveal that disparate structures in teaching practice exist across the twelve universities under investigation. When we take into account the duration of each teaching practicum, the time put into supervision at the university and work required of the trainees, three types of field experiences could be identified. The typology illustrates that, within the intended curricula, qualitative differences in the mentoring programmes of field experiences are provided.