In order to prepare students for employment in human services with adolescents, this article offers a classroom and service learning strategy. The method combines the analysis of academic literature, the study of teenage development, curriculum creation in addition to working directly with teenagers. It was intended primarily for junior and senior students with a focus on adolescent development. The theoretical and empirical underpinnings for the creation of this mix of teaching styles are first reviewed. The findings provide three key theoretical advances. Mentoring enhances information-seeking and sharing abilities and helps students acquire competencies by transferring technical knowledge from academic mentors to mentees. Second, promoting information literacy and competency development can improve students' research skills. Our data indicate that mentoring does not directly improve research skills. Instead, information-seeking and sharing behaviours, as well as competency development, play a crucial role in mediating this relationship. Mentors must mould these actions to help students develop their research abilities. The findings provide theoretical and practical insights for academicians to construct mentoring efforts for undergraduate as well as postgraduate students. The purpose is to better prepare preprofessional for the college curriculum. Mentees were allocated mentors. There were interactions every month, even once a week if necessary, with proper recording and a reflective review of the experience. Evaluation was conducted by sending a questionnaire via Google Forms, taking into accounts the types and methods of interaction, good or negative replies, and recommendations for future improvement. The majority of students rated the program highly, and a large number of the mentors' mentees had favourable experiences. The mentorship experience will continue as a means of educating future pre-professional students about professional development.