Mentorship can be transformative in supporting teacher candidates, especially those navigating the complexities of international education, additional language acquisition, and the challenges and systemic inequities that define teacher candidates as at risk. In this chapter, grounded in decolonizing approaches to mentorship, including the Nêhiyaw concept of wâhkôhtowin or walking together through relationship, the Mi’kmaq principle of apoqnmatultl’k jiksktuali’lk or learning together by learning to listen to each other, the Anishinaabe Sacred Teaching of Humility, and framed by culturally responsive approaches, relationship building is explored as an integral support for teacher candidates. By exploring intersectional challenges, we wish to highlight the possibilities of mentorship as a strengths-based, relational practice that can empower teacher candidates to navigate complex educational landscapes. We argue that mentorship can present a site of resistance where reflective practice and collaborative learning can contribute to more resilient individual learners and learning communities. Personal reflections offer a critical lens on our lived experiences of mentorship, showcasing mentorship as a deeply relational and transformative practice fostering connection, agency, and growth. Through cultivating solidarity and community, mentors can contribute to more equitable, compassionate, social justice-informed educational experiences.