This article explores the views of teachers, student teachers and university tutors about the opportunities of the collaborative mentoring relationships between teachers and student teachers. A qualitative approach was employed to conduct the study using a semi-structured type of interview with teachers, student teachers and university tutors. Data collected were analysed thematically and discussed. Findings indicate that the collaborative mentoring relationships provide opportunities for learning from different perspectives and learning opportunities for children, among others. The article concludes by highlighting some implications of the findings for the collaborative mentoring relationships between teachers and student teachers to be enacted effectively without limiting children’s learning. (Contains 1 note.)