This article highlights the voices of in-service African American teachers who are matriculating in a graduate program by exploring their perceptions of mentorship. The authors explore the dual-identity and instructional challenges of these teachers of color in a predominately "White" professional development program that seeks to mentor students in a hands-on, intentional manner, particularly on matters of critical pedagogy. What are the teachers' expectations, desires and goals? In what ways might African American teacher educators and students conspire outside of the frames of traditional teacher education and teacher professional development programs on behalf of P-12 children of color? To what the extent do in-service teachers of color in the program expect or perceive particular mentoring from the faculty of color to help address the concerns of P-12 children of color in public schools? Data from 14 surveys and interviews with four teachers reveal the limits of mentoring for liberation.