The reflective professional mentoring process has implications for pedagogical practices. Thus, the study of mentor teachers' activities can be incorporated into the theoretical framework generated by reflections and beliefs. This study explores how abduction manifests in mentoring by analyzing Seidman's in-depth phenomenological interviews within a qualitative mixed-methods framework. In addition to the in-depth interviews, a quantitative questionnaire survey was conducted with 113 participants divided into two groups: teachers who had been enrolled in a mentor teacher training program (N = 75) and teachers who had been mentor teachers for several years (N = 38). Nine Seidman interviews with three teachers were analyzed using Mayring's qualitative content analysis. The analysis revealed that mentor teachers recognized the underlying patterns through abduction during reflective sessions, leading to modifications in their belief systems. This cyclical enhancement in mentoring underscores abduction as an integral aspect. These findings contribute to a new abduction model applicable to various teacher activities.