This study applied critical race theory (CRT) to provide a lens through which to critically analyze the preparation and described practices of White mentors in providing support to new teachers of color as they navigate racism in education contexts as novice educators. The purpose of this study was to explore induction mentors' perceptions of their preparation and characterization of their practice in supporting teachers of color new to the teaching profession. Two research questions guided the inquiry: RQ1 focused on mentors' post-preparation-program perceptions regarding their readiness to support new teachers of color, while RQ2 explored how mentors characterized the practices they would employ in supporting these teachers. This study employed a qualitative research approach through a local program document analysis and semi-structured interviews of White induction mentors within the local program. Data underwent three phases of analysis: a priori coding, open thematic coding, and matching analysis between preparation content and mentor-described practices. Findings from the study indicate that mentors are well prepared to support new teachers overall but require more preparation in domains that support new teachers of color through culturally responsive mentoring practices, such as understanding racism in the education context, racial identity development, and validating and affirming the experiences of new teachers of color. Additionally, programs should include formal mentor training on practices that support teachers in key areas outside of the classroom. This study extends existing recommendations for mentor preparation in teacher induction programs by proposing specific strategies to support new teachers of color. [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.]