The study aims to identify profiles of trainee teachers in terms of their stress and work experiences and to uncover profile differences in regard to dropout intentions and perceived relationships between trainee teachers and their mentors. Based on data from 1,756 German trainee teachers, three distinct stress and work experience profiles could be identified. Trainee teachers with high levels of stress and negative work experiences exhibit higher dropout intentions and experience their relationship with their mentors as less transparent, fair and trusting, and more  ambivalent compared to trainee teachers with low levels of stress and positive work experi ences. The results underline the importance of the relationship between mentors and trainee teachers for the professional development of future teachers.