This chapter underscores the essential role of mentorship programs for Black pre-service teachers within Canadian teacher education and induction programs with the development of frameworks set against the backdrop of systemic racism entrenched in the Canadian education system. Despite Canada’s multicultural identity, Black educators remain significantly underrepresented, with only 1.8% of teachers identifying as Black in recent statistics. The chapter reviews a historical context of racial discrimination and segregation in education, which has fostered ongoing inequities affecting Black teacher candidates and novice teachers. Drawing on various theoretical frameworks—including Mentorship Theory, Critical Race Theory, Black Feminist Theory, and Multiculturalism—this work examines how mentorship can effectively address recruitment challenges, build professional networks, enhance self-efficacy, and provide culturally responsive guidance to Black educators. Mentorship programs are vital for cultivating role models, offering emotional and professional support, and fostering cultural identity among Black teachers. Furthermore, the chapter highlights the importance of affinity groups in nurturing community, connection, and empowerment. The call to action emphasizes that implementing such tailored mentorship initiatives can serve not only to improve Black representation in education but also to create diverse and inclusive learning environments that reflect and serve Canada’s multifaceted society. Ultimately, the chapter advocates for establishing sustainable, race-conscious mentorship frameworks that empower Black teachers, enabling them to thrive in a profession that has historically marginalized their voices and experiences.