Mentoring within the practicum phase necessitates targeted preparation and specialized training. Addressing this requirement, the present study examines the impact of an online mentor training program, specifically designed to meet the mentoring needs in a teacher education context, on mentoring practices as perceived by student teachers. An experimental group, consisting of eight mentor teachers, underwent the training, while a control group of seven mentors maintained their standard practicum practices. Pre- and post-training surveys were conducted among the student teachers of both groups to evaluate the training effect. Analysis and comparison of the student teachers' feedback revealed that the training program significantly enhanced mentors' abilities in providing professional support, conducting observations, and offering constructive feedback. The article illustrates key considerations for designing training programs for mentor teachers within an EFL context, proposing a model for context-specific online mentor training and demonstrating its efficacy. The study also underscores the critical importance of equipping mentor teachers with adequate training to better support teacher candidates.