A distributed mentoring model was implemented to scaffold preservice teachers completing a residency in high needs urban turnaround high schools. In this situated learning context, expert faculty and peer mentors contributed confirmatory insights for promoting engaged evidence-based pedagogy, instructional differentiation, homework completion, classroom community building, student motivation, meaningful assessment, and student support, additive insights related to student attendance, meaning of school, and school personnel issues, and complementary insights regarding classroom management and student/teacher relationship building. The expert mentor demonstrated how theory and research inform classroom practice, recommended scholarly resources, and modeled evidence-based problem solving. Peer mentors validated one another's experiences, shared problem-solving strategies employed by local school personnel, and contributed instructional suggestions based on their situated learning encounters. The distributed mentoring model effectively addressed a broad range of knowledge and skills required for successful teaching in high needs urban high schools.