Can sharing drawings about pedagogical issues develop trust in a mentoring situation? What other themes and feelings emerge when non-traditional forms of mentoring are utilized? During a seven-week student-teaching period, a student art teacher and experienced art teacher drew and wrote in a sketchbook about daily teaching experiences. These sketchbooks were shared weekly and portraits, both visual and verbal in nature, were created by the mentor. In this article I explicate my role as mentor to the student art teacher and describe our use of a process coined "reflective artmaking" (Milne, 2000) as a way to explore our pedagogy. (Contains 3 figures.)