Social media is becoming a professional resource in education as teachers aspire to integrate Diversity, Equity, and Inclusion (DEI) into their curriculums and teaching practices (Carpenter, 2019; Hardy, 2014; Oddone, 2019). Previous research records 82% of educators use Instagram; this number implies influencers' ideas are reaching a significant number of the teaching force (Oddone, 2019). Finally, previous studies show the success of teacher mentorship in building efficacy, retention, and well-being (Williams, Gillham, & Evans, 2016: Kane & Francis, 2013). The purpose of this qualitative study was to uncover the experiences of teachers who use Instagram for DEI purposes as influencers and/or followers, the extent it affects their classroom practices, and how influencers may act as informal mentors. This study investigated the intersection of DEI, mentorship, and social media through Critical Whiteness theory. Four influencers and fourteen White K-12 educators from the United States participated in this study. Three points of data were analyzed including influencer interviews, follower interviews, and content analysis. This study found a misalignment between follower and influencer perspectives on informal mentorship. The data suggested Instagram DEI influencers can act as informal mentors for their followers and impact classroom practices. This study has implications for teacher training, informal mentorship characteristics, and a new education application. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]