The institution's dual mentoring program integrates pre-professional practices with the degree program, thereby fortifying students' professional training. However, challenges have been identified in the coordination of these two processes, which may have ramifications for academic development. The present study analyzes the perceptions and suggestions of students and tutors in their seventh and eighth semesters of education programs at the Faculty of Social Sciences at the Technical University of Machala. The objective of this initiative is to implement a dual tutoring model. Specifically, it examines the opinions of pre-professional (internal and external) and degree tutors on coordinating these two forms of academic support. The mixed-methods approach that was utilized included a literature review, surveys of student and internal internship tutors, and focus groups with external internship and degree tutors. The findings indicate that while students have sufficient access to host institutions for internship and degree programs, there is a paucity of coordination between the tutors overseeing these processes. This fragmentation has the effect of limiting coherent guidance during the final stage of training. The provision of methodological and emotional support, in addition to ensuring effective coordination between tutors, has been recommended. The study's findings indicate that dual tutoring is a valuable strategy for consolidating learning, improving the research process, and raising the quality of university graduates. The implementation of this mechanism is recommended as a means of integrating practice and research.