Teaching practice is an integral part of teacher education that provides teacher trainees an opportunity to merge theory and practice. This study investigated eight student teachers' mentorship experiences during teaching practice in secondary schools in Rwanda. Respondents were interviewed toward the end of their teaching practice. The cognitive apprenticeship theory guided the study. Qualitative data were collected and analysed deductively based on the themes identified in the literature and suggested by the theory. Findings indicate that all students were paired off with mentors, had the opportunity to observe and be observed by their mentors, and appreciated the mentoring process they underwent at the placement schools. Few participants reported unwelcoming reception and unsatisfactory support for various reasons. Nevertheless, all respondents reported viewing the teaching practice experiences as valuable in their careers. The study's findings have implications for training mentors and revisiting mentoring practices for student teachers.