Employing Bronfenbrenner's (1996) ecological systems theory, this study investigated the ecological nuances of teacher mentoring in three New Zealand primary schools. Specifically, the study explored the mentoring experiences of three beginning teachers and their mentors, within their respective schools, in relation to the national mentoring and induction policy guidelines. The researchers employed a multiple case study design where data were collected through policy documentation and related literature; semi-structured interviews and field notes. Data were analysed thematically and the findings and subsequent discussion reveal that the participant schools struggled to interpret, negotiate and operationalise the national mentoring policy guidelines as they are intended. It is recommended that the participating schools' leadership, who are influenced by the Teaching Council of New Zealand's national mentoring policy documentation and have influence on their schools' mentoring policy and practice, should pay greater attention to the selection, training, support and resourcing of individual mentor teachers. In turn, this may lead to a greater understanding of "educative mentoring" that emphasises collaborative, democratic professional learning interactions through positive, reciprocal learning conversations based on principles of adult learning.