This chapter considers how pre-service teachers in the final year of a 4- or 5-year Bachelor of Education can be supported to bridge the perceived university-field gap through research-informed discussions with mentors, in which they–the presumed novices–take the lead. The conditions to do so are created by teacher educators, who serve as knowledge brokers, by designing an assignment that includes a self-directed research task followed by creating an infographic. The initial stages of the assignment are carried out at the university; however, the process is completed once discussions with key players about the infographic–a boundary object–have been initiated by each pre-service teacher in the school setting where their final placement will occur. This model shifts the attention from the mentor–as individual–to mentoring as a network of relationships through which the university-field gap is bridged, and through which are viewed as knowledgeable participants, ready to contribute to the professional community.