Post-lesson mentoring conversations on professional experience are an important aspect of embodied learning for pre-service teachers. Recent research has identified the five most common types of discursive interactions in post-lesson conversations. This study built on the recent research to examine discursive interactions in one post-lesson mentoring conversation between a pre-service teacher and a mentor in Australia. The analysis found that evaluative discourse dominated the mentoring conversation, and more directive suggestions were evident towards the end of the mentoring conversations. We attributed such patterns in conversations to the role of the supervisor as the chief assessor. The context-sensitive nature of post-lesson conversations encourages future researchers to explore discourses embedded in mentor-mentee conversations in various contexts.