Informed by the first three stages (of a planned four-stage research project), this chapter examines the potential use of action research (AR) as a framework for mentorship within teacher education programs (TEPs) across Canada. By reviewing more than 30 TEPs, our study (now in year two of a planned 3-year program) has explored the extent to which programs incorporate AR elements into their frameworks, courses, and practicum experiences—including inquiry, teacher/pre-service candidate research, and reflective practices. The goal of this study has not been to identify ideal models of building AR into TEPs, but rather to learn from varied experiences, reflect on collective knowledge, and begin to lay the groundwork for the development of action research hubs within educational spaces nationwide. Our findings reveal that while mentorship is critical within pre-service teacher education, and that AR (with its infinite flexibility) can serve as an effective tool to foster mentor/mentee relationships, structural barriers limit its full potential including faculty hiring practices, research ethics board clearances, lack of knowledge and/or willingness, as well as the perception of increased time and difficulty level. Despite this, many TEPs are presently enacting various levels of AR within their programming, though they may remain unaware of their connection to action research. We believe these structural challenges can and should be overcome to enhance the role of AR within these spaces of mentorship for the purpose of better enabling pre-service teacher candidates to graduate with necessary twenty-first-century competencies.