Purpose : A previous study about a long-term internship implemented in the Master’s program of eleven physical education preservice teachers showed that the preservice teachers had low performance scores in the area of Instructional Support. These results left many questions unanswered, so the written self-reflections of the preservice teachers were investigated. Method and Results : A quantitative content analysis of their written reflections, based on the dimensions of the Classroom Assessment Scoring System K–3, showed that the participants pay little attention to the domain of Instructional Support. A qualitative content analysis showed that the preservice teachers relied on self-made experiences and the advice given by their mentors from school who pay little attention to Instructional Support. Discussion and Conclusion : Instructional Support should be given a higher priority in the context of long-term internships and in accompanying reflective assignments, especially with regard to differentiation and inclusion of all students.