The historically informal role of the cooperating teacher in Ireland has seen considerable change in recent years, stemming from an evolving policy landscape attempting to formalise the role and attach specific responsibilities to it. However, there is still an identifiable absence of a formalised and standardised national approach to professional learning for cooperating teachers who undertake this role. Accordingly, this study sought to explore the informal learning and preparation for this role amongst a select group of cooperating primary teachers, using the lenses of social learning theory and bricolage. The study employed a qualitative multi-case methodology, comprising six cases. Data collection harnessed a three-phase approach: an initial semi-structured interview with each case; the sourcing and analysis of secondary data sources mentioned by the cases in the initial interviews; a follow-up interview with each case. An inductive approach was taken to analyse the data generated across the three phases of the study. Three key findings were identified from cross-case analysis of the data. The ‘influence of induction’ as a phase of teacher education, was seen as central to how the cooperating teachers conceptualised their role. Experience as a student teacher and as a cooperating teacher over time also proved influential. Finally, the ‘role of relationships’ emphasised the extent to which the cooperating teachers drew on and were influenced by other individuals in their interpretation and enactment of their role. The discussion highlights the complexities associated with navigating the landscape of being a cooperating teacher, with different cases demonstrating bricolage to varying extents. Challenges arising from blurring boundaries between stages of teacher education are considered, as well as possibilities and pitfalls associated with a reliance on experience. Where, how and from whom cooperating teachers learn are also explored. The study contributes to theoretical and practical understandings of cooperating teacher learning and how this is approached and undertaken. Recommendations include suggestions for schools and Higher Education Institutions regarding cooperating teacher learning, and how this can be further supported through conceptualising the cooperating teacher as bricoleur in the landscape of practice. The implications for policy and future research are also considered.