This article presents a training model for mentor students that took shape during a study done in the framework of a University of Ottawa program on student mentoring. To develop the model, we worked with the first generation of student mentors who coached students during the academic year. The results showed the importance of creating a reflexive space where the mentors, accompanied by resource persons, could analyse, compare and revise their preferred coachingmethods. This training seems to be part of the socioconstructivist perspective of learning using a coaching model that combines reflexive practice and metacognitive coaching.