Mentoring approaches have been developed and adapted to a great extent in the last decade. One can find a great deal of theoretical discussions, but there is a lack of practical knowledge transfer and reflections for higher education. Based on BUELLS Models of Mentoring, we will present and analyse three different practical cases of mentoring and tutoring, successfully implemented in different highly frequented study programs. Against this backdrop, this paper will discuss generalizable aspects, which have the potential to map particular needs and circumstances of initial study phases to dedicated functions of mentoring programs. Conclusively, we see a peer-approach combined with the friendship model as a common fruitful principle. Furthermore, to adjust distinct mentoring programs to the requirements of highly frequented study programs, it seems recommendable to focus on three domains of support: gain of competencies, organisation and socialisation.

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