This article discusses findings from research concerning the expectations and perceptions of mentor teachers and student teachers (mentees), and how communication may affect this mentor-mentee relationship. The research points to the mentor-mentee relationships as pivotal in the development of student teachers. Findings show that expectations and perceptions of the roles require clarity from both mentor teacher and student teacher perspectives, and with more explicit communication there is an increased likelihood of building positive relationships. It is crucial that communication occurs from the beginning of the mentor-mentee relationship. The research examined also identified significant differences in the messages being communicated between the partners in the mentor-mentee relationship when student teachers are mentored in pairs, as opposed to one on one mentoring. The change in dynamics with paired placements may also lead to a more teaching focussed experience with reduced pressure on the individual student teacher.