Ensuring teacher candidates have high-quality experiences in their clinical placements is essential for sustaining their progress as teachers, and ultimately, the teaching profession. This article explores mentor teachers' perceptions of effective university supervisors and the ways in which the mentors' perceptions of effective supervision aligned with Burns's et al. (2020) "Framework for the Scope and Nature of Teacher Candidate Supervision." The authors interviewed 53 mentor teachers and analyzed data based on Burns et al.'s framework of 84 pedagogical routines of practice. Results indicate mentors highly valued pedagogical routines associated with Burns et al.'s "Collaboration and Community" category, pointing specifically to the importance of university supervisors making themselves available through quality communication and frequent school visits. Mentor teachers in this study also appreciated university supervisors who adopted a learner stance and provided mentor teachers with timely support.