The student teacher mentoring programme (STMP) has been an important feature of the Zimbabwean teacher education landscape since 1995. However, this programme has not been evaluated and thus the need for this article, which seeks to evaluate the implementation of the STMP in Zimbabwe. Data were collected through responses to checklists and questionnaires by ten lecturers and sixteen mentors; fifteen student teachers responded to questionnaires, and two school heads were interviewed. The main findings are that: (1) the STMP is being implemented through the key elements (mentors, student teachers and the mentoring context); (2) while the key participants are playing their part in the STMP, the latter is not being effectively implemented because of lack of funding. This has negatively impacted on the STMP, resulting in low mentor morale. In the recommendations it is urged that the status of the mentor is recognised, in a bid to boost the STMP.