The aim of this paper is to analyse Irish school placement cooperating teachers' supervisory experiences when involved in various structures of communities and explore factors which enabled or challenged them in cultivating relationships with school placement stakeholders where there is no formal system of supervision established in schools in the Republic of Ireland. Describing learning as a social process, research impliesthe significance of the development of relationships, membership within communities and identity construction. Using a qualitative approach, it was found that by formally engaging in a supervisory process, cooperating teachers experienced each of these characteristics to varying extents resulting in different supervisory experiences. The different configurations of membership allowed cooperating teachers to contribute towards school placement collaboration.