This study scrutinized the relationship between mentor and mentee; how this affects the roles mentors assume, the focus of mentors' feedback, and the factors that affect mentoring practice. The study employed a qualitative case study design. Data were collected through semi-structured interviews with mentors and mentees. The data were analyzed using thematic analysis, in which themes emerged from the identified data. The results revealed that the mentors exercised hierarchical relationships and took on the role of knowledge providers during mentoring. Mentors focused on tasks and individuals in their feedback. Mentors' lack of training, time, and space were the prevailing factors that dictated their relationship with their mentees and impacted feedback. The findings of this study illuminate the interconnectedness between mentoring relationships, roles of mentors, and the focus of feedback they provide. It highlights the importance of preparing mentors for their roles to enhance student teachers' learning from practicum.