This study focuses on the use of a mentoring protocol, the reflective dialogue journal, to develop professional competencies for pre-service teachers within a school-university partnership. To examine the effectiveness of the reflective dialogue journal protocol and the processes employed by mentor teachers to assist pre-service teachers with developing professional competencies, this study utilized a qualitative research method and analyzed the reflective dialogue journals written by 21 pairs of mentor teachers and pre-service teachers over a period of 12 weeks. Results show that keeping reflective dialogue journals benefits both the mentor teachers and the pre-service teachers, allows mentor teachers to identify areas of concern by pre-service teachers, and provides a wide range of mentoring strategies for mentor teachers. Findings indicate this easy-to-use, evidence-based tool can be readily incorporated into mentoring programs to enhance reflective practice and provide structured mentoring opportunities.