While new regimes of accreditation have sought to standardise the length of pre-service teachers professional experience placements across jurisdictions, the nature and quality of those placements continue to vary greatly from setting to setting. Research into generic mentoring situations has identified mentor-mentee relationships and the quality of feedback provided by school-based mentors as key factors mediating the experiences of pre-service teachers during their practicum. However, research into mentoring in particular disciplines is uneven. This chapter uses narrative-based case studies to investigate contrasting experiences of two secondary pre-service eal teachers and theirmentor teachers during their practicums in victoria, australia. The study identifies particular mentoring practices and relational work evident during the pre-service teachers practicums and shows how these practices contributed to or hindered their professional learning and identity development during that practicum. Springer nature singapore pte ltd. 2018.