Associate (mentor) teachers are essential partners in guiding teacher candidates into the profession; however, little training is offered for this critical role. This study explored, through the lens of self-determination theory, types of support and delivery most useful for successful mentorship during practicum. Online surveys and invited interviews targeted at associate teachers for one teacher preparation program (TPP) were used to gather data, with subsequent ordinal scale data display and theme derivation. Based on 281 survey respondents and 13 interviews, results highlighted specific TPP supports and the need for other partners (i.e., federations, boards) to engage more actively in supporting associate teachers.