The aim of this study is to compare "school experience" and "teaching practice" activities in teacher training systems of Turkey and England. Similar and different aspects of "school experience" and "teaching practice" activities were tried to be described with this comparative study. The study is important as it will contribute especially to the activities of combining theory and practice in teacher education because unlike Turkey, England is claimed to have a school-based teacher education system. Data about the study was collected through literature review and analysed through descriptive analysis. According to research findings it was seen that in teacher training systems which have been implemented in England, in practice theoretical knowledge is combined expertly with skill directed learning while "school experience" and "teaching practice" courses are added to theoretical ones but cannot be combined with these courses in Turkey. The most important reasons of this problem are that practical courses cannot be integrated into the teacher training system and inadequacy of school based teaching in terms of practicum. The events such as teachers recognizing the school organization, examination of new teaching techniques, observation made by experienced teachers and education experts, attending courses and teaching activities seem to be different when teacher training systems of both countries were compared. (C) 2015 The Authors. Published by Elsevier Ltd.