The goal of this study was to determine whether the processes of mentoring and socialization that take place during block teaching practice (BTP) in Tanzania can improve the quality of teacher education. In this essay, "mentoring" refers to all activities geared toward guiding, counseling, monitoring, supervising, and supporting teacher trainees involved in BTP. Teacher trainees were asked in a survey to rate their experiences with mentors and state whether pre-service mentoring programs could improve quality education in school classrooms and in teacher preparation colleges. The findings indicate that mentoring practices benefitted all individuals involved in BTP. Teacher trainees benefitted from mentors' models of lesson planning and collaborative teaching, which additionally provided social support. Mentoring strengthened teacher trainees' confidence, self-control, lesson preparation, and classroom presentations. The study also revealed several challenges that students, teachers, and their mentors experience during BTP.