With the recent emphasis on clinical models of teacher education, research is needed to improve understanding of how teacher candidates learn from clinical practice. The purpose of this study is to explore the types of learning spaces generated during mentoring discussions focused on analysis of video-recorded practice. Participants consist of the members of six dyads, each comprising a teacher candidate and clinical educator. Findings describe the focus of interactions, talk moves, and patterns of engagement that facilitated the creation of a dialogic mentoring space. Implications for supporting learning from clinical practice are provided.