There is global agreement that schools should be inclusive, however both experienced and inexperienced teachers find this challenging. In this study we explore how experienced teachers working as local mentors for newly qualified teachers (NQTs) address the challenges they face in an inclusive school. The study is designed as a qualitative study consisting of three different focus group discussions with three samples of mentors, and two surveys with one sample of mentors and one of NQTs. Data was collected in 2021, and descriptive analysis of the survey-data and thematic analysis of focus group discussions were conducted in 2022. Key findings indicate that the topics dominating NQTs supervision also challenge their mentors' practices concerning: (1) pupil behaviour and inclusive-adapted education; (2) inclusive classroom management and relationship building; and (3) inclusive parent-teacher cooperation. Furthermore, although the mentors acknowledge lack of expert knowledge, their self-efficacy is maintained due to professional mentoring-collaboration. An implication of the study is the need for recognising the mentoring process as a joint responsibility between all members of the professional community in schools, and not only a task for the assigned mentor.