The purpose of this phenomenological study was to determine if training mentors in the use of the Cognitive Coaching process could effectively facilitate their own critical self-reflection and improve their pedagogy. This study consisted of a criterion-based sample of four teachers in a metropolitan Chicago school district and followed the experiences of the mentors with regard to shifts in thinking about their own practice. Three research questions addressed mentors' perceptions of the ways in which Cognitive Coaching supported their own critical self-reflection, what mentor behaviors reflected cognitive shifts in thinking, and how mentors described the relationship between their pedagogical practice and Cognitive Coaching. In this qualitative study, data were collected through the use of Seidman's (1998) three-series interview protocol, observations of coaching sessions and the use of field notes. Data were analyzed using a semi-structured process to identify common themes within each of the research questions and were then synthesized into overarching themes for the study. Themes focused on the mentors' perceptions of the influence of their training with Cognitive Coaching on their own practice. The participants noted that the training supported the development of skills such as paraphrasing and wait time as well as questioning and critical reflection and resulted in the refinement of both their thinking and practice. The participants professed that training as mentors in how to use Cognitive Coaching with beginning teacher proteges supported the use of critical reflection in support of the participants' professional growth. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]