This study focused on the journey of English major pre-service teachers of Rizal Technological University in their mentorship program that involved mentee-mentor relationships during the academic year 2023-2024. This study aimed to foster a deeper understanding of the mentorship program and determine the significance of the mentee-mentor relationship to the mentee’s experience and improvement. With the random sampling method, twenty-two out of sixty (60) pre-service teachers participated in a survey questionnaire, and eight pre-service teachers participated in an interview. A quantitative approach was used in the data analysis. The findings indicated that the relationship between mentees and mentors influenced the PSTs’ preparation, instruction, and student-teacher development. The results showed that the participants were continuously improving in the field, and the major contributor to that was their positive interactions with their mentors. The significance of this study is that it provides information about the dynamics of the mentorship program and exhibits what happens in a real classroom setup where mentoring takes place, supported by the feedback of the first account handler, the pre-service teachers. Future researchers may use this as a basis for future studies with the use of structured observation as an additional research tool.