Much like preservice teachers, who cite cooperating teachers as influential to the learning-to-teach process, this study and its findings center the work of cooperating teachers as essential to teacher education for democratic education. The mentoring practices of cooperating teachers often reflect their teaching practices with students in their classroom; as such, this study examines the mentoring practices of five democratic teachers who worked with six preservice teachers in a one-semester clinical experience. Democratic mentoring affords preservice teachers opportunities to observe democratic teaching practices, to attempt enacting democratic practices within a classroom context ready for progressive practices and curricula, and importantly, to experience democratic education in their own learning-to-teach process. Further, recognition of the democratic mentoring practices of cooperating teachers, as teacher educators, democratizes teacher education by attending to multiple spaces of knowledge about teaching and students.