Degree apprenticeships are increasingly embedded within higher education systems; however, in England, concerns have been emerging regarding apprentice completion rates. Although multiple influences may affect these outcomes, the nature of the support systems surrounding apprentices throughout their programs is a central factor. This study explores the support dynamics between construction degree apprentices and their work-based mentors, drawing on the lived experiences of both parties. A qualitative cross-sectional research design was adopted. Data were collected through three focus groups involving Level 6 apprentices enrolled at a higher education institution and their corresponding work-based mentors in England. The dataset was analyzed inductively using NVivo 12 software to develop codes and extract key thematic patterns. The mentor–apprentice relationship emerges as a critical determinant of success within degree apprenticeship programs. Analysis revealed three dominant themes: understanding of the apprenticeship framework, the nature of support systems, and the employer–provider interface. This research makes a novel contribution by addressing an underexplored gap in the literature on higher-level apprentices and their workplace mentors. It draws on newly generated primary data, identifies persistent challenges, and develops practical implications for improvement. The findings also have relevance for the English apprenticeship system and for other contexts considering similar models of implementation or adaptation.
