This study aims to examine the influence of mentoring on the demo teaching performance among 2nd year BEED (Bachelor of Elementary Education) students at Laguna University. The specific objectives of the study is to identify the most common problem experienced by the students in constructing/designing lesson plans, designing visual aids, and selecting teaching strategies to assess the teaching status of the respondents before and after the mentoring process, and to determine if there is a significant difference in the teaching status before and after mentoring process. The research employed a quantitative method, data from survey questionnaires and from pre-mentoring and post-mentoring assessment scores was gathered. The findings contribute to understanding the impact of mentoring on the teaching performance of the 2nd year BEED students.