Mentoring programs have long been considered as a support process for beginner teachers with professional educational experience, but nevertheless, not much is known about how mentors perceive their experience in mentoring on their own professional development. This article addresses the perception of mentoring activity as a necessity for the continuous optimization of the instructive-educational activity performed by teachers, thanks to which it is studied in the context of the training and professional development of mentors. By becoming a catalyst for teacher training, mentoring facilitates personal and professional development programs, as developed countries such as those in the European Union, demonstrate the effectiveness of using supportive methods in the professional growth of all teachers who are part of this process. At the same time, through the mentoring activity, strong and obvious beliefs regarding the professional development of mentors are identified as a way to improve their own practice in the process of professionalizing the teaching career. And for the development of the professionalization route it becomes a major factor to recapitalize the conditions that lead to the achievement of performances, in response to the current requirements related to the educational process and to the competence profile of the mentors.