Extensive research suggests that student teachers value cooperative learning (CL) in initial teacher education programs and intend to implement it in their future classrooms. However, the extent to which they can effectively translate CL theory into practice during their teaching placements remains unclear. This chapter explores the challenges student teachers face when implementing CL during school-based teaching experiences after completing a CL course in a Chinese physical education teacher education program. Using an interpretive qualitative case study approach, data were collected from eight student teachers through classroom observations, reflective journals, and semi-structured interviews. Thematic analysis identified several key challenges, including difficulties in designing structured task sheets, time constraints in lesson planning, limited pedagogical content knowledge, cultural barriers related to group dynamics, and the influential role of mentor teachers. These findings highlight the need for targeted training, mentor support, and culturally responsive adaptations to better prepare student teachers for implementing CL in physical education settings.