This research paper outlines how a student-teacher-led intervention, where a student teacher designs and implements an instructional intervention that will support children to make progress, can be viewed as an approximation of practice. The research analysed student teachers’ self-evaluation documentation and utilised interviews with student teachers in one higher education institution in England and experienced teachers who have adopted mentorship roles in schools. The research finds that elements of core practices in teacher education can be seen through the student-teacher intervention, most notably the opportunity for student teachers to master skills with reduced complexity. In this way, the student-led interventions can be viewed as an approximation of practice. This approach to teacher education is enhanced by affording the student teacher with a degree of autonomy that they do not experience elsewhere in the typical English context. Despite the lack of immediate feedback, the student teacher is supported by receiving feedback in different forms. The paper concludes by suggesting that student-teacher-led interventions can be viewed as an autonomous approximation of practice that is beneficial in developing the confidence and skills of the student teacher.