Mentorship plays a pivotal role in pre-service teacher education, yet the processes, challenges, and models that define effective mentoring remain inconsistently structured. This chapter employs a duoethnographic approach to explore the complementary mentorship roles of Associate Teachers (ATs) and Instructor-Faculty Liaisons (I-FLs) within an Ontario Faculty of Education. Through a critical examination of traditional and collaborative mentoring models, we investigate how mentorship influences teacher candidates’ professional identity, pedagogical development, and overall well-being. While ATs primarily function as evaluators within a hierarchical structure, I-FLs adopt a more facilitative, non-evaluative role that encourages self-reflection, pedagogical innovation, and professional agency. The findings reveal a pressing need for more structured mentorship training, culturally responsive mentoring practices, and greater collaboration between Faculties of Education, school boards, and professional organizations. By advocating for a scaffolded mentorship model that integrates co-teaching, mutual learning, and inclusive mentorship strategies, this chapter contributes to the broader discourse on improving mentorship practices in teacher education, ensuring that novice educators enter the profession with the skills, confidence, and support necessary for long-term success.