Introduction: Occupational therapy degree-level apprentices have a work-based mentor in their organisation to support consolidation of university learning to practice via mentorship. There have yet to be any studies looking into the experiences of occupational therapy work-based mentors for apprentices applying theory to describe their varied and collective experiences.

Aim: This study explored the experiences of occupational therapy work-based mentors for degree-level apprentices in an area of England and the connection of mentoring to occupational identity.

Method: Phenomenographic methodology guided the data collection through individual semi-structured interviews with six occupational therapy mentors. Verbatim transcripts were done from the audio recordings and categories formulated from the data. Member-checking occurred to support objectivity and saturation.

Findings: Three categories emerged: Mentoring motives and habits, Finding a balance, and Transformation.

Conclusions: Mentoring experiences were varied, but despite working context, conceptions could be shared by occupational therapy work-based mentors. Further research is needed in all practice sectors to understand occupational therapy mentors’ experiences and also apprentices’, and the impact on their occupational identity.

Significance: Understanding the experiences of occupational therapy work-based mentors supports increased awareness of mentoring experiences and the support needed for mentors and apprentices during academic studies and beyond.