It was established earlier in this paper that mentoring skills can be learnt and developed over time. Previous research has reported that preparation for mentoring can help shape mentoring practices. Each of the mentor teachers in this study indicated that they had changed their mentoring practices, both implicitly and explicitly, as a result of participating in the mentoring course. For some mentor teachers their practices changed through a greater awareness of their perceptions of mentoring and for others an adjustment in actions occurred. In this respect, two themes emerged from the findings: changed practices within the structure of mentoring and changes in the mentoring relationships that they developed with pre-service teachers.