Much of the existing literature exploring mentorship in teacher-education programs focuses on the role of in-service teachers in supporting the development of teacher candidates during practicum experiences. Less is known about opportunities for mentoring relationships between instructors in Bachelor of Education (B.Ed.) programs and the pre-service teachers in their courses. We situate this chapter as a form of collaborative autoethnography, which we describe as a qualitative methodology where two or more researchers “pool their lived experiences on selected sociocultural phenomena and collaboratively analyze and interpret them for commonalities and differences” (Hernandez et al., Auto/Biogr Stud 32:251, 2017). In this chapter, we will share our experience as “the professor” and “the teacher,” the roles that we adopted during a project we did together when Lindsay was completing her B.Ed. degree. We make the case that mentorship and collaboration can go hand-in-hand within a critical transformative mentorship model and offer suggestions for intentionally mentoring for research-informed education practices.