Using interviews, focus groups, and observations, I examined teacher candidates' experiences with their mentoring teachers over two student teaching periods. Using Feiman-Nemser and Rosaen's (1997) mentorship model of guiding teacher learning, I investigated the relational, conceptual, and contextual aspects of the student teaching experience. Results suggest that opportunities to question teaching practices as well as co-planning and co-teaching with associates supported the development of self-reflection and educational philosophies. Data suggest that mentor beliefs and pressures to maintain board and provincial standardized curriculum reforms prevented teacher candidates from exploring social justice, constructivist, and inquiry-oriented pedagogies. (Contains 1 note.)