This study examines whether the strategies of mentoring and feedback enhanced the cognitive task performance of students in a university faculty. The sex of the respondents was a significant control variable, suggesting that it is an important factor to be considered. The findings reveal that type of mentoring (formal and informal) as well as feedback (positive, negative, no-feedback) results in comparable levels of cognitive task performance. Also, the results reveal a significant interaction effect of mentoring and feedback on cognitive task performance, laying a foundation for the theory that feedback and mentoring interface. The practical implications of findings are discussed.