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The purpose of this study was to assess the role of the cooperating teacher from the candidate’s point of view in the Teaching Practice course at the College of Education, Sultan Qaboos University. Descriptive analytical approach was used, and the data was collected by surveying the teachers’ candidates participated in the Field Training program during the period 2014-2017, by applying the assessment questionnaire of the cooperating teacher by the teachers’ candidates. The sample consisted of 573 participants chosen randomly, and the study was conducted in the year 2021. The results indicated that there are statistically significant differences at the significance level (0.05) between the means scores for assessing the cooperating teacher by the teachers’ candidates due to gender, in favor of males; the type of school, in favor of private schools; specialization, in favor of the Arabic language specialization. However, the result showed that there was no statistically significant difference at the significance level (0.05) between the means scores for assessing the cooperating teacher by the teachers’ candidates due to the type of the semester (Fall, Spring). The study recommended the need for developing the capabilities and skills of cooperating teachers to carry out their supervisory roles and provide candidates with the performances required for the educational process. The study also recommended conducting a future study on the attitudes and beliefs of candidates in field training towards the supervisory role of both university supervisors and cooperating teachers. [ABSTRACT FROM AUTHOR]