Mentoring programs are critical to teachers' professional development and provide both new and experienced teachers with the support and guidance they need. This study aims to investigate the perspectives of English language teachers who participated in a mentoring program at higher education level. A case study design was adopted within the scope of qualitative research and semistructured interviews were used to collect data from ten instructors chosen through convenience sampling. The data obtained from the interviews were then transcribed and subjected to content analysis. The findings of the study show that mentors are concerned about the lack of a wellorganized mentoring program as well as the time and resources needed for effective mentoring. The study also reveals insights into professional development, interactions between mentors and mentees, and the impact of the mentoring program. The results suggest that mentoring can be a useful strategy for advancing teachers' professional development but requires careful planning and implementation to be effective. This study contributes to the ongoing scholarly debate on mentoring and provides important insights for educators, institutions, and officials interested in implementing effective mentoring programs.