Student teaching can be one of the most important experiences pre-service teachers have during their teacher preparation program. This study sought to examine and enhance how mentor teachers impact student teacher development during the final clinical teaching experience. Its purpose was to improve the clinical teaching practice for both mentors and student teachers. Participants and data collected in Cycle 1 involved the examination of how the program communicated expectations to pairs as well as how those expectations were interpreted by mentors and student teachers through interviews and observations. Action steps including semi-structured interviews, surveys and focus group conversations were designed, implemented, and evaluated in Cycle 2 jointly with student teachers to co-create relevant tools and resources that could be used to improve the clinical teaching experience. The data indicates that these tools and resources can be helpful in communicating expectations, structuring how pairs collaborate and improving program responsiveness to concerns raised in the field. Results from this study provides awareness of what is currently working and not working for our student teachers as well as how implementation of certain practices can improve their professional development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]