Effective support of student teachers is critical to the teaching profession. This research involved student teachers and those who support student teachers on a new two-year Postgraduate teaching course. Using a range of data collection, including creative methods such as the use of artefacts, participants' interpretations of effective mentoring were explored. It is reported that it is important that mentors volunteer for, and proactively engage in their mentoring role. Also, that sufficient time is allocated to undertake mentoring responsibilities, which include frequent mentor meetings and professional learning. Key aspects identified for effective mentoring include the importance of a trusting relationship between the student teacher and mentor; nurturing student teacher self-reflection and ensuring that student teachers observe a range of teaching styles. The implications of the findings include the improvement and development of support materials for the programme's mentors along with sharing effective mentoring practice case studies, that showcase effective approaches in different school contexts.