Mentoring and mentorship in the implementation of curricular and extracurricular activities are characteristic of higher education. Since the quality and effectiveness of mentoring are determined by the distinctive characteristics and quality of the communication that takes place within this relationship, this paper aims to explore the communicative aspect of mentorship in higher education. The study was conducted using a sample of University of Niš students who have had direct experience of mentoring in the production of their senior and master's theses. The study sought to examine their attitudes to: mentoring communication skills; the ways in which communication takes place; communication styles in mentoring; and the communicative aspects of quality mentoring. Our findings indicate that the most highly rated quality in mentors is openness to questions. Email communication predominates, while other modern forms of communication, such as apps and social networks, are used to a far lesser extent. Mentors were rated as active listeners who provide timely, clear, comprehensible and positive feedback. Although our findings suggest that the mentoring practices studied are characterized by communication of a very high quality, the paper draws certain pedagogical implications. The emphasis of these pedagogical implications is on: continued pedagogical-methodological enhancement and support for mentors and mentees; developing higher quality communication; developing communicative competences; nurturing mutual respect, understanding and trust; developing empathy and the ability to accept another's opinion, suggestions and ideas.