The aim is to explore mentoring and assessment of students in teams during practicum periods in ECEC education, Sweden. Several researchers have studied mentoring in practicum periods in teacher education (Gray et al., 2018; Hodge & Smith, 2018; Lawson et al., 2015). Some studies have also scrutinized the assessment in connection with practicum periods in teacher education (Goodwin & Oyler, 2008; Hegender, 2007, 2010; Holland, 2005). However, few studies have investigated mentoring in ECEC education (Juul Jensen, 2015; Soni, 2019) and even fewer have studied mentoring in teams (John, 2012). Studies indicates that mentoring is both important and complex (Izadinia, 2017; Mena et al., 2017). It is proposed that traditional mentoring ought to be challenged by alternative and more collaborative ways (Sorenssen, 2014). It is also vital that the assessment develops when the mentoring changes (Hegender, 2010). Practicum periods in the ECEC education are important parts as they connects theoretical and practical parts of the education. This project will use Bernsteins (1999) concepts of vertical and horizontal discourses to understand the theory-practice relationship. The project will have a sociological perspective on education. With an action-research methodology alternative models to mentor/assess students will be tested. Students and mentors will be interviewed at the end of the project. The EECERA ethical code will be followed concerning informed consent, confidentality, non-discriminatory, feedback and respecting the wellbeing of the participants as subjects with human rights. No findings yet. Possible implication is to develop new models to mentor/assess students during practicum periods.