This article examines three aspects of mentorship in collaborative supervision of HDR studies in Australian contexts. The first aspect of mentorship is what the doctoral student learns about supervision--positively or negatively--through the experience of being supervised (supervisor to student). The second aspect is understood as an experienced supervisor who oversees a novice supervisor as part of their rite of passage to becoming a principal supervisor, (expert to novice). Team modes of supervision, particularly collaborative modes open up new ways of performing mentorship within the supervisory context adding richness to the learning context for all participants. To address problems arising from the complexity of team supervision, a third aspect of mentorship might be considered productive (ex-officio mentor to team). The article concludes that mentorship about supervision in each aspect is enhanced through collaboration, though there are challenges for universities to make more systematic the mentor role of principal supervisors. The recommendations have implications for university policy and practices.