<p>While self-compassion has been found to be highly significant for social work students and practitioners, the literature on self-compassion practices within social work curricula and students’ perceptions of the concept is limited. This qualitative phenomenological study explores this issue using 30 reflective journals written by Israeli undergraduate social work students in their final year of study, aimed to document their field training. It draws on leading theories of self-compassion to examine how self-compassion is perceived in theory and practice. Two main themes were identified in the journal analysis. First, self-compassion as essential for addressing professional challenges, particularly with relation to students’ encounters with clients during their field training, as well as for professional identity development. Second, contradictory perceptions of self-compassion, including confusion with related concepts and barriers– such as past experiences and family dynamics– that hinder its practical application. The findings suggest that reflective journal writing enabled students to engage in self-dialogue about self-compassion, revealing both the practical challenges of applying it and the professional benefits of cultivating it. These results underscore the importance of integrating self-compassion into social work education and incorporating discussions about its complexity in theory and practice in the curriculum. Further research on the barriers that make it difficult for students and professionals to apply self-compassion is crucial.</p>