This study aimed to gain a greater understanding of the mentoring process in pre-service teacher training in Great Britain where recent restructuring has called for more field experience training of preservice teachers. In particular, the study examined the perspectives of, and the dialogues between, student-teachers, mentors, and supervisors. A comparative case study approach was adopted. Four schools accepting fourth-year undergraduates students in their final, 10-week teaching practice were chosen to participate. Within each school data were collected on the dialogues undertaken by mentors (class teacher, co-tutor, and supervisor) with one student teacher. Thus, in each school, data on processes included 5 annotated agendas, 5 recordings of class teacher discussions, 5 recordings of conferences, and 10 student evaluations of discussions or conferences. General findings indicated that the differentiated role structure demanded by the mentoring model was being enacted successfully. Students perceived that teachers, co-tutors, and supervisors were focusing on the content areas consistent with their role, a perception supported by analysis of the data. Class teachers focused largely on craft knowledge whereas co-tutors and supervisors emphasized different areas of the instructional design model. Co-tutors concentrated on areas such as curriculum knowledge, subject matter knowledge, and classroom events; and supervisors related more to children's learning and theories and research on teaching processes. (Contains 28 references.) (JB)