Mentoring conversations are a common aspect of teacher education. This book assesses to what extent the mentor’s approach and the student teacher’s relationship with his mentor influence the perception of learning in these conversations. The focus is on the student teacher’s perceived learning outcomes by measuring his perceived knowledge productivity. In a comparative case-based design 12 couples of student teachers and their mentors are compared. The results show that the mentor’s approach in the mentoring conversation does not significantly influence the student teacher’s perceived knowledge productivity and that student teachers who have a positive relationship with their mentor have higher perceived knowledge productivity. The findings of this book indicate that the relationship between student teacher and mentor influences the student teacher’s perceived learning outcomes. The book is of interest to teacher educators and educational researchers.