<p>Consistent, high-quality mentoring is essential in initial teacher education (ITE), as mentoring effectiveness significantly influences preservice teachers’ learning during classroom professional experience. Yet, ITE mentoring practices are often informal rather than structured or reflective. This qualitative case study, conducted within a government-funded university-school partnership in Victoria, Australia, investigates a targeted intervention aimed at enhancing mentoring. It explores how primary school teachers applied the familiar Gradual Release of Responsibility (GRR) framework to mentor second-year preservice teachers. Data from interviews and focus groups affirm that the GRR framework provides mentors with a structured, systematic, but somewhat linear approach to mentoring. By adopting a mentoring-as-andragogy paradigm, the study provides new insights into how adult learning theory can support mentor development and improve practice. The findings contribute to a deeper understanding of how effective mentoring structures can bridge informal practices with more deliberate, theoretical approaches.</p>