British Columbia's (BC) public education system has a critical teacher shortage. While initial recruitment is an important part of a workforce strategy, it is essential to ensure teachers have the working conditions, resources and support they need for a successful start and lasting career in public education. The first five years after initial teacher education (ITE) are when teachers are especially vulnerable to leaving the profession. Teacher mentorship can be a critical support for teachers taking up new assignments. Historically, mentorship has been a teacher-to-teacher activity in BC, rooted in a deep tradition of exercising collegiality and autonomy when it comes to how and why teachers engage in professional development. At the same time, there is a gap in understanding the role of the British Columbia Teachers' Federation (BCTF) and local unions within BC's teacher mentorship landscape. To address this gap, BCTF Research conducted a study whose results are summarized in this report. The report has three parts. The first briefly explores key moments in the history of teacher mentorship in BC and role the BCTF and local unions have played in policy, governance, coordination, and delivery. Second, the report presents the findings of a collaborative case study, conducted with local unions, exploring the impact of $12M in government funding awarded in 2020 during collective bargaining to support teacher mentorship initiatives and programs. This report concludes by pointing to some evidence-based considerations about what an effective provincial framework might look like.