The present study aims to investigate awareness of cooperating teachers about their role during the pre-service teacher training process. The practicum, which is carried out during the fourth year of teacher education programs in Turkey have three dimensions: the trainees, the teacher trainers at the university, and the cooperating teachers at the practice school. The literature on teacher training involves research related to the practicum process in general, the roles of the trainers and the views of the trainees, whereas, the roles of cooperating teachers seem rarely investigated. Although the Higher Education Council (HEC) defined each party's role, the cooperating teachers' participation to the process needs further investigation. It is believed that if the cooperating teachers' awareness about their involvement in the training process is increased, the outcomes and the benefits will be higher. In addition to their awareness about their roles, the present study investigates cooperating teachers' ideas about their involvement in the training process, and their cooperation with the teacher trainer. Data for the research was collected by a questionnaire and gathered from 72 cooperating teachers in 38 practice schools. The results suggest that CTs have limited awareness on their roles during practicum. In addition, there is a considerable mismatch between how CT's view their contribution to the process and how much they actually contribute their ideas about cooperation with trainers and their practice.