This study analyzed challenges faced by teachers in rural and Indigenous schools, and the impact of pedagogical mentorship in contributing towards more culturally and linguistically relevant education. Using a case from Guatemala, this article explored pedagogical mentorship as an in-service teacher training resource for multi-lingual and multi-cultural rural realities. The data was drawn from a qualitative and multisite research study based on participant observation and in-depth interviews. Results demonstrated that main challenges included economic hardships, malnutrition, absence or delays in basic government social programs, and superficial teacher training in bilingual intercultural education (EBI). Teachers perceived pedagogical mentors as "help" and "support" inside their classrooms, where they learned from and collaborated with mentors to strengthen their pedagogical skills, primarily in subjects related to language and communication. Mentor visits were scarce and short due to mentorship program designs that failed to consider in their budgets, recruiting practices and curriculum contents; and the travel distances and rural school community languages and cultures. However, findings showed that even with program shortcomings there was a wide acceptance of pedagogical mentorship by all teachers particularly for professional development in bilingual and intercultural education. Results suggest that pedagogical mentorship offers an opportunity to enforce the long overdue right for rural and Indigenous peoples to quality and culturally relevant education.