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Institutional disadvantages at every educational level for Latinos/as create a shortage of Latino/a professionals, which in turn creates a paucity of mentors for the fastest-growing student population. This review examines peer-reviewed literature focused on mentoring Latinos/as from Pre-Kindergarten (Pre-K) through professional settings, which is also known as the Pre-K to 20+ Pathway. Because of challenges in measuring program outcomes and the informal nature in which many mentoring relationships for Latinos/as take place, methodological limitations within the current Latino/a mentoring literature exist. Findings should be viewed with cautious optimism, but indeed as the foundation for establishing a more robust body of knowledge.