Psychoanalysis and teaching were what Freud called in 1937, “impossible professions.” The authors explore the systems under which teachers and psychoanalysts are trained in England and how trainees in these professions are inducted into their respective cultures. It's argued that trainees are susceptible to a certain professional and personal vulnerability requiring a strong sense of belonging. The authors go on to discuss how processes such as effective mentoring, supervision and peer support are critical to ensuring new entrants are able to complete training relatively unscathed and with a balanced idea of who they are within their respective areas of work.