Rural and Indigenous populations have the lowest educational achievement indicators and teachers with the least years of training. Global education movements have led to an increase in access to schooling by rural and Indigenous populations but high drop-out rates persist and education policies, curricular contents, and teacher trainings have progressively become urban-biased and insensitive to context (Barter, 2008). Using Guatemala as my research site, this study offers to improve our understandings of the challenges faced by teachers to provide quality education in rural and Indigenous settings. It also analyzes the potential of pedagogical mentorship as an in-service teacher training resource that considers contextual realities and advances the fulfillment of the right to culturally and linguistically relevant education. This qualitative and multisite research study draws on critical and post foundational epistemologies and on extensive qualitative data collected over a six month period through in-depth interviews, participant observation and document analysis. Results demonstrate that the main challenges faced by rural teachers include economic hardships, malnutrition, inadequate and superficial teacher training in intercultural bilingual education and the persistent absence of basic government social programs. The data also reveal a positive acceptance and demand for pedagogical mentorship on behalf of all the interviewed teachers; particularly to enhance their knowledge and skills on bilingual intercultural education. Teachers agree on mentorship's potential to bring more culturally and linguistically relevant education, yet they also emphasize concerns for these programs' politicization. Patronage politics are feared to lead to forgo intended mentorship goals and to the hiring of unqualified mentors. Pedagogical mentorship offers a powerful opportunity for the Guatemalan government to enhance quality and context sensitive education but is not enough. Educational authorities need to move beyond the superficial inclusion of Indigenous languages, cultures and knowledges in curricular contents and teacher education and dismantle the apartheid of knowledge (Delgado Bernal & Villalpando, 2002), language and socioeconomic opportunities. Multi sectorial efforts are necessary to tackle poverty, hunger and education and move towards the implementation of the long overdue right for rural and Indigenous peoples to access quality education which includes healthy students and linguistically and culturally relevant curricula. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]