Mentoring preservice teachers during the practicum remains a significant area of concern for teachers and school administrators. Although research on mentoring has expanded, there is a lack of recent studies that have systematically examined mentoring practices in the Teaching English to Speakers of Other Languages (TESOL) context. The purpose of this study was to conduct a systematic review of literature published between 2010 and 2021, focusing on TESOL mentoring in initial teacher education. This review aimed to provide collective evidence on TESOL mentoring practices and provide direction for future research. The selection of literature was based on predefined criteria and conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses reporting guidelines. Out of 25 studies that met the inclusion criteria, the review highlighted the main areas of focus in mentoring and the need to reconsider the mentoring process as a socially mediated process involving all stakeholders.