This paper investigates ways in which mentor teachers come to understand the processes and problems involved in their own professional development and their development of an awareness of the myriad of constituent elements that form part of their professional skills repertoire. It is suggested that the processes involved centre on mentors’ learning from reflection on their own teaching experience. The understanding and conscious awareness of the processes involved are critical factors in helping mentors to facilitate the induction and professional development of the beginning teacher. The research uses a qualitative, case study approach involving questionnaires, group discussions and in-depth interviews with loosely focused questions with a cohort of fifteen mentors in one Education Centre area in the Republic of Ireland. Mentors are encouraged to reflect on their experience as a means of identifying the components of their teaching skills and developing and in-depth understanding of the nature of their professionalism. Mentors’ experience of using the knowledge thus acquired to facilitate the induction of beginning teachers is examined. The results indicate that the process is not easy for mentors. It requires openness to different points of view, a willingness to question strongly held beliefs, and honesty. Mentors who approached their reflection with an open mind and who were willing to explore the nature of their own professional learning found the process both rewarding and personally fulfilling apart from its usefulness in supporting beginning teachers By facilitating mentors in understanding their experience and thus giving them their own unique voice, these mentors' insights enhanced their own and also their mentees’ professional development.