Mentoring has recently been defined as “a mutually beneficial relationship between mentor and mentee that promotes the mentee’s integration of knowledge, skills, and attributes toward defined and evolving goals”. Since 1999 there has been more than 1.5 million hours of physical therapy post-professional mentoring completed in the United States. Research has demonstrated that communication, self-reflection promotion, and advancing clinical expertise are the desired outcomes. However, research regarding medical mentoring notes that the predominance of mentoring is completed at the lower levels of Bloom’s taxonomy and is preceptor/mentor led. We will examine and employ reflective questioning using QAARD question development in a SNAPPS framework.