This article offers a review of different methodologies to mentor pre-service teachers’ pedagogical experience in EFL contexts in Colombia and their pedagogical implications when training future teachers. It also gives an overview of models presented for the purpose of mentoring. Finally, it proposes a model to guide the mentoring of pre-service teachers’ pedagogical experiences at schools in Bogotá considering the implications of talking about the mentoring in the teaching practicum and the roles of the participants. This model is a selection of mentoring strategies that can be extended to other contexts with similar characteristics.