This study aimed to investigate teacher educators’ in-action mental model (IAMM) regarding student teachers’ minds and learning. The authors investigated the same teacher educators in two teaching contexts: (1) teaching an academic course about pedagogy in college; and (2) in the post-lesson feedback sessions that took place while they were supervising student teachers in elementary schools. The authors found that when the teacher educators taught an academic course, they had the same IAMM of the mind and learning as teachers who teach children in elementary and high school. The authors argue that this finding indicates the generality of the IAMM. The authors also found that the general IAMM has limitations. The findings in this study point to the contextual nature of IAMM.