This paper examines the findings of a qualitative research study conducted in the context of Australian preservice teacher education. The study looks at impact of mentoring experience on student mentors’ conceptualisations of mentoring. It draws on data from entry and exit surveys and interviews with student mentors. The paper has first positions the research within the literature, examines the research context and the research methodology. It then presents the research findings as three case studies of student mentors’ experiences of mentoring and concludes with a discussion of findings that relate to student mentors perceptions of mentoring and teaching practice.