Mentoring has become a crucial part of post-secondary education, and research on the topic has been prevalent. This chapter examines the research literature on how the experience of first-year undergraduate students affects their integration and satisfaction toward mentorship and leadership in upper years, and the impact of student mentorship programs in supporting learner integration and affiliation in the post-secondary learning community. A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines through an exploratory thematic analysis of the literature. Findings show that mentors and mentees need to have a mutual relationship based on bi-directional learning. Both also need to take on a collaborative role in their mentorship and embrace career development programs to enhance skills needed for entering the workplace. Theoretical implications demonstrate how mentees can become self-sufficient. This chapter establishes how mentorship sets students up for success with career and social development. Furthermore, the combination of a symbiotic and collaborative relationship between mentor and mentee allows students to build career and social competencies in teaching programs as an exercise in understanding policy and professional practice.