Objective: To explore aspects that de ne successful mentor-mentee relationships in medical education from a mentor and mentees perspective. Study Design: Qualitative study. Place and Duration of the Study: Bahria University Health Sciences, Karachi campus, from May to October 2022. Methodology: Data were collected using observations of mentoring sessions by recording videos, video-elicitation interviews for mentors and focus group discussions for mentees. Mentor Evaluation Tool (MET) questions were used during focus group discussions to gain detailed feedback from mentees on mentors and additional questions were added regarding the mentoring sessions organisation and environment. During video-elicited interviews with mentors, an interpersonal process recall strategy was used to explore factors that de ne a mentor-mentee relationship. Video recordings of the mentoring sessions were used as an elicitation tool to guide the interviews. Giorgi s method was used for data analysis. Transcripts of observations byvideo recordings, video elicitation interviews, and focus group discussions were analysed rst separately and then compared and integrated. Results: According to mentors, the true essence of mentoring is mutual respect and con dentiality. Mentees suggested multiple mentors for professional development in di erent attributes. Conclusion: The mentors commitment to their mentees and the mentees respect and trust is the foundation of a successful mentor-mentee relationship.