This chapter aims to identify the importance of mentorship for non-Indigenous new teachers by examining the cultural, educational, and social nuances that influence teaching practices and provide practical strategies for fostering the creation of a classroom that honors and integrates Indigenous perspectives and knowledge systems. This chapter highlights how mentorship can be used to guide new teachers to build an educational culture that respectfully engages with Indigenous knowledge and how to build confidence when integrating Indigenous content. An intentional focus will be placed on reflection, as the reflective process allows teachers to critically assess themselves and their own biases as well as assess their teaching methods, thereby inspiring growth toward creating meaningful learning experiences. This paper aims to advance reconciliation by encouraging teachers to engage with Indigenous communities for the purpose of incorporating Indigeneity into the Ontario education system in a more consistent and meaningful way.