Background/Content: Since a large gap exists between the rhetoric of reform-minded teacher education and what actually transpires in student teachers' field experiences, this study sought to fill a gap in current scholarship which has yet to document how mentor teachers, conceptualized as school-based teacher educators, shape and conduct their own work with student teachers assuming the role of full-year undergraduate interns. Focus of Study: The purpose of this study was to explore how two successful mentor teachers enact their work with interns in a newly created inquiry-oriented professional development school. Research Design: This investigation uses case study methodology informed by both ethnographic and phenomenological perspectives. Using these lenses and data collected over an eighteen-month period, the stories of two mentor teachers are captured and analyzed. Conclusions: Three themes emerged within each case that characterized the unique work of each mentor. The three themes that shape the work of the first mentor offer insight into a conceptual illustration represented by a gardening metaphor. The three themes of the second case suggest a mentor as co-inquirer's approach to mentoring. A look across the cases augments our understanding of mentoring prospective teachers.