Practical knowledge and skills are necessary components of expertise. Practical training in higher education has been shown to foster students' learning and understanding of theoretical backgrounds. The attitude and skill of mentors play a central role in enhancing the quality of students' practical learning. The aims of this study were to explore mentors' experiences of the practice period and mentoring process, and to develop practical performances to improve the practice period that s included in theoretical pharmaceutical studies in Finland. A total of 48 pharmacy mentors were interviewed during the practice period of the pharmacy curriculum. The interviews were analysed using qualitative content analysis. The results showed that the mentors considered the practice period an essential part of pharmacy studies, which fostered student learning and benefited the community pharmacy. Mentoring activities, mentoring processes and assessment of students varied in the pharmacies. The results showed that it is necessary to pay more attention to the aims and the content of the practice period. More cooperation is needed between the University and pharmacies. There is also a clear need to pay attention to reflective action in order to foster the quality of practical learning.