In such uncertain circumstance, I believe that my mentee or any other “beginning teachers” (Harrison et al, 2005, p.420) must be finding themselves struggling to surmount the doubt surrounding the idea that theories learnt during a training might not be the final product which one can use in the professional teaching (Sundli,2007, p. 213). With such abstruseness in mind of a teacher, as a learning mentor, I firmly believed that ‘mentoring’ would be able to complement the professional development (Harrison et al, 2006, p.1057) and help to conceptualise new ideas of practice by a more knowledgeable and experienced person who would actuate a supportive role of overseeing and encouraging reflection and learning within a less experienced and knowledgeable person, so as to facilitate that persons’ career and personal development (Robert, 2000, p.162). Likewise, Hobson,(2002) and Tomlinson (1995) also cited that mentoring had been increasingly acknowledged and used in the training of new teachers in school-based practice in the last two decades but it is a debatable issue that despite this increase in activity, there is limited evidence about the effectiveness of mentoring (Harrison et al, 2006, p.1056). Mentoring practice has not yet been formalized in secondary schools of Mauritius, but it has been stated in the Pay Research Bureau Report (2008), that any beginning teaching must follow six months of theory course leading to an Educator’s Licence. But nonetheless, it has been traditional methods that the old and more experienced teachers play the role of a guidance for the beginning teachers (Harrison et al, 2006, p. 1062). In the subsequent paragraphs of this assignment, I will expose my weaknesses and strength as a training mentor as well as the difficulties that I came across in this experience.