We report a comparative qualitative study conducted in Lebanon and China on mentoring approaches, their compatibility with expectations, and their facilitation of learning opportunities. Data sources included interviews, journals, and essays from 20 student teachers (STs), and interviews from 10 cooperating teachers (CTs). Findings indicate a dominant laissez-faire approach in the Lebanese context with negative compatibility with STs' expectations, and an apprenticeship approach in the Chinese context with positive compatibility with STs' expectations. Learning opportunities varied dependent on compatibility with expectations and socio-cultural factors. A transformative approach to mentoring and system supports are recommended to maximize learning opportunities during the practicum.