Government reports on teaching and teacher education emphasise the need for continuous critical reflection on teaching practices by preservice teachers as well as practicing teachers. While universities have a responsibility to provide explicit instruction in critical reflection, preservice teachers also require guidance by experienced teachers. This article reports on a case study of an experienced teacher mentor and her preservice teacher during a practicum experience. The preservice teacher, Amy, was in her second year of a Bachelor of Education Primary degree at a satellite campus of a large Australian university. The study focused on her first field experience, with a year 2 class at a school situated in a low socio-economic area of Queensland. Amy's mentor, Gina, had 20 years teaching experience in seven different primary schools. The study showed how a mentor who models reflective practices to a mentee and facilitates opportunities for the mentee's reflections is likely to influence the mentee's pedagogical development.