The following article presents the findings of a Reverse Mentoring evaluation project conducted at a modern university in northwest England, which has a high proportion of students from non-traditional educational backgrounds. Using a reverse mentoring framework, the traditional mentor-mentee relationship was flipped with students serving as senior partners and their tutors as junior partners. The purpose of this study was to investigate how staff-student relations could be strengthened by gaining a better understanding of one another's perspectives. The concept of institutional habitus provided a theoretical framework within which to examine disparities in mentor-mentee cultural understanding. Using a mixed approach to data collection, composite narratives were constructed. They revealed subtle cultural mismatches between the positions of mentor and mentee. The study speculates that by gaining a better understanding and appreciation of students' habitus, more inclusive teaching practises can be developed to ensure the inclusion of all students.