Improving post-secondary outcomes and retention of Indigenous students may require interventions such as culturally appropriate mentorship. "Mainstream" mentorship perspectives and practices developed within places of Western education and employment may be limited in their ability to address the unique cultural considerations and experiences encountered by Indigenous peoples. Providing Indigenous and non-Indigenous mentors with a model of Indigenous mentorship may improve their ability to engage in culturally appropriate practices. In this paper, we review the literature on mainstream perspectives and practices of mentorship, their limitations when it comes to mentoring Indigenous peoples, and present our arguments for the need for mentorship models that address the unique needs of Indigenous peoples. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]