Educational professionals mostly face impediments in initial teachers training. There are factors contributing to the impediments educational professionals face in initial teacher training. This study aims at identifying perceptions of educational professionals regarding the factors and frequency of these factors impeding educational professionals in initial teacher training in Northern Cyprus. The study adopted an interpretive methodology under qualitative research paradigm. Phenomology was adapted as the research design. Data were collected using field diaries, focus group interviews and in-depth interviews. Data were analyzed through content analysis method. The researcher kept the field diaries. Focus group members were 15 educational experts. Educational professionals were 67 professionals teaching/serving in the education field. Findings revealed themes on opportunities educational professionals were provided, on impediments regarding researching options, on impediments regarding communication and collaboration, on impediments regarding supervising teachers and on impediments regarding mentoring system in public schools as well as the frequency of these impediments according to the perceptions of educational professionals. As a result, initial teacher training should be improved; research opportunities should become better; efficient communication and collaboration should be provided among educational professionals; importance of supervision should be emphasized; mentoring system should be arranged as a system including teacher-academician-supervisor tricycle and academic mentoring system should be adopted.