The acute lack of structured mentoring and severe "reality shock" experienced by novice receiving teachers during the start of their careers frequently leaves them feeling misdirected and unprepared in inclusive education settings. Guided by Kathy Kram’s Mentor Relationship Theory (1983), this study explored how seasoned special needs education teachers describe their perceptions of mentoring novice receiving teachers. Data gathering was conducted through in-depth interviews among six purposively identified seasoned special needs education teacher-mentors of novice receiving teachers within the Province of South Cotabato. Information gathered underwent the six-step process of Braun and Clarke’s (2006) thematic analysis, which revealed the underlying situation during the mentorship phases. The findings revealed that mentor-mentee practices undergo Early Hurdles of Mentorship Initiation, Cultivating Competence, Practice Beyond Separation, and Redefining Professional Growth, all of which are directed to emphasizing the need for structured mentoring processes for novice receiving teachers with guidance, support, and opportunities, while encouraging active engagement in continuous professional development.  The findings highlighted that effective mentoring is a developmental process that begins with overcoming initial challenges, progresses through supportive mentoring strategies and authentic classroom practice, and is sustained through continuous professional development. The study underscored the importance of establishing structured mentoring programs that strengthen novice receiving teachers' competence and confidence in inclusive education settings.