Mentoring remains a major component of teacher education programs. Moving away from the traditional apprenticeship model, teacher educators have begun to adopt more affirming coaching practices that nurture the strengths and inner qualities of pre-service teachers. In this self-study, the researcher--an emerging teacher educator hoping to enhance his practice--investigated ways to help pre-service teachers discover and develop their individual strengths and how strength-based coaching might impact his beliefs and assumptions. Data were drawn from interviews, focus groups, lesson plans, and researcher journal reflections as well as participant-created written responses and illustrations. Themes were developed using content analysis. Findings involved the teacher educator realizing the need for a variety for strengths-based exploration tools, the practicality of including strengths discussion in observation conferences and lesson planning, and the gaining of a new, appreciative mindset. Implications suggest a pathway for other teacher educators to consider when implementing strengths-based coaching.