This paper is aimed at investigating the effects of mentoring on teachers' beliefs and teachers' pedagogical practices and whether the former has significant influence on the latter. To maximize the results and establish consistency, both 2013 and 2018 Teaching and Learning International Survey (TALIS) findings from lower secondary school teachers were used.Drawing from previous literature and three mentoring models, this paper offers a clear framework to better understand the elements where mentoring has impacts on and the dispositions by which mentors and mentees develop. This dyadic relationship supports the transfer of different fundamentals such as pedagogical, academic knowledge, psychosocial, attitudes and behaviors throughout the mentoring process. This perspective accentuates the significance of an ongoing relationship between mentors and mentees. Also, the statistical findings of this analysis suggest practical implications for school organizations and school leadership to design and align appropriate mentoring programs to support teachers' professional development.