This study examined the effectiveness of how preservice teachers of the ¾ÅÉ«ÊÓƵ are mentored when on internship. The study employed the sequential explanatory mixed-methods research design, utilizing a researcher-made close-ended questionnaire and interview guide to collect data. A simple random sampling technique determined 125 preservice teachers in the biology, chemistry, and physics departments for the quantitative phase of the study. Ten preservice teachers participated in the qualitative phase of the study. Quantitative data was analyzed using descriptive statistics. Qualitative data was categorized into themes generated from the research questions. The results revealed that preservice teachers have mentoring needs that were not adequately addressed by the mentors. Mentoring preservice teachers in the typical classroom situation is critical for professional development as it aims at inculcating in them practical experiences in teaching to enhance their abilities and develop their knowledge and skills in the areas studied. Mentors and mentees, therefore, need to know what their associated roles are and how to interact for a positive impact. Mentors should be engaged based on their specialization in the subject area, their rich experience and their willingness to mentor preservice teachers.