This chapter includes an interdisciplinary overview and synthesis of literature examining the role of mentorship in the development of trauma-informed educators in teacher education programs. Many students and educators in Canadian schools may have experienced trauma, which can impact their learning and performance. Trauma-informed care (TIC) practices can support all individuals within a school community and foster environments that promote well-being and flourishing. Mentors in a teacher candidate’s (TC) journey play a critical role in their development as educators, including associate teachers, Faculty of Education instructors, and peers. These mentorship relationships present a unique opportunity to help TCs learn the skills, knowledge, and attitudes necessary to become trauma-informed educators through knowledge sharing, role modelling, collaboration, and ongoing reflective practices. The levels and opportunities for mentorship in a TC’s community, along with key mentor training needs and recommendations for integrating TIC into mentorship practices, are explored. These recommendations include a focus on shifting educator perspectives in addition to knowledge acquisition.