The Teaching Practice Course is the most important course for student teachers to gain professional qualifications. This course will be able to achieve its goals through the healthy communication that mentor teachers will establish with the student teachers. This research focuses on the communication and interaction between student and mentor teachers. The purpose of the research is to determine how the student teachers interpret the relationship between the two stakeholders. For this purpose, basic qualitative research was carried out. In two different universities and in different majors of Turkey joining the 35 student teachers teaching practice course with focus group interviews were conducted at different times. The interview texts were examined by two different experts were subjected to content analysis. In the study; some student teachers stated that they did not consider the mentor teachers professionally adequate and experience professional burnout; were seen as colleagues by the mentor teachers, while others were concluded that they thought they were perceived or ignored as assistants. Student teachers pointed out that in order for this process to be more effective, they should be perceived as colleagues by the mentor teacher and that the teaching staff should participate more actively in the process.