This paper documents a self-study on the authors' actions-in-practice in a peer mentoring project. The investigation involved an iterative process to improve their knowledge as teacher educators, reflective practitioners, and researchers. The authors conclude that they present their analysis of competing pedagogical tensions that were overlooked and consequently led to a less than meaningful learning experience. Recognizing and appreciating the tensions and their impacts required reflecting on their individual actions through dialogue and shared writing. The author's use of metaphors also helped them to investigate what they were each thinking and feeling.