Studies show that teacher attrition is a growing phenomenon in various countries (Ingersoll, 2001; Stokking et al., 2003). It therefore seems important to understand the determinants of this attrition, beginning right from the initial stages of training. In this study, conducted with preservice teachers, our aim is to explore how the support perceived by teachers from their peers and trainers can reduce the anxiety experienced during their studies, the risk of burnout and ultimately encourage perseverance. Data collected by questionnaire from 324 preservice teachers support our hypotheses. Results suggest that greater attention should be paid to support from peers and trainers in teacher training institutes.