An emerging national agenda for the mental health and wellbeing of young Australians has fostered an expectation that primary teachers can recognise and respond to students with internalising problems. A mixed method survey of fourth-year preservice teachers revealed patchy personal and practicum exposure to internalising problems and scant university preparation. Participants applied broad pedagogical principles from regular teaching practice to help students with these problems. They expressed their willingness to learn from colleagues about how to help these students, and a subsample further elaborated their reflections after practicum and coursework experiences. Graduating teachers will need more capacity than they currently have to support classroom participation of students with internalising problems in school settings.