I teach Biology for almost five years now and Florence, my mentee, joined the teaching profession two years ago immediately after her graduation, without any professional training in education. However, this was an opportunity to learn for both of us, as I would be developing skills while mentoring her and she would be benefitting from my teaching experiences. We know each other long enough to share a good friendship as we practice in the same department, but we hardly shared or discussed on our teaching experiences before this mentoring practice. When I requested her if I could provide her with some support in her teaching, she became very enthusiastic and ask me when we will be starting. When we embarked on that journey, our initial mentor-mentee meeting was obviously opening new horizon of thoughts and we could see the difference in term teaching experience. In order to progress with my mentee, Florence, I needed to judge my own practicability (Cain, 2009, p.58) as a mentor, and I needed a critical reflection of my own practices and skills in teaching so as to be able to evaluate her and promote an equitable relation in our mentor-mentee training. Besides, Maynard ( 2000, p. 25) also mentioned that mentors should not `impose’ and they should not dictate the content of students’ activities nor the teaching method used. He further stated that student teachers recognize that they were individuals who needed to form their own identity as a teacher and their own teaching `style’. Following this, I decided to review my perception and I decided to rather listen more to my mentee and to provide her with any help she would be required.