Mentoring programmes have emerged as a critical intervention to support educators who are retrenched from their roles in schools within marginalized communities such as Kibera Slums, Nairobi, Kenya. Qualitative data were collected through semi-structured interviews with mentors, mentees, and stakeholders involved in the mentoring programmes. Thematic analysis was employed to interpret the qualitative data. The review identified a significant improvement in the teaching skills of mentees, with 75% reporting an increase in their confidence levels and instructional strategies after participating in the programme. Mentoring programmes have proven effective in enhancing the professional development of retrenched educators within Kibera Slums. However, ongoing support is needed to sustain these gains. Further studies should be conducted to assess long-term outcomes and evaluate the scalability of mentoring models across other educational settings in Kenya.