Introduction. The teacher invariably holds a central place in the educational system. However, the nature of pedagogical work is currently undergoing rapid transformation: teachers' professional responsibilities are becoming more complex, and expectations regarding their competencies and personal qualities are rising significantly. Under these conditions, novice teachers require a high degree of adaptability. Mentorship serves as a crucial tool in addressing this challenge; it accelerates the young specialist's professional integration and helps strengthen their motivation for continuous growth and the realization of their potential. Yet, current academic literature does not fully address the specific challenges faced by young foreign language teachers and the nuances of their adaptation, particularly within the context of a language school. The aim of this article is to define the role and structure of the mentorship system in the professional development of young teachers in a language school. Methods. The study employed a combination of theoretical and empirical research methods: an analysis of philosophical, psycho-pedagogical, and methodological literature relevant to the topic (as cited in the bibliography); an analysis of mentorship practices at the Foresight Foreign Language School in Belgorod; a retrospective analysis of the author's own experience as a mentor teacher; and observation of the professional development of young teachers between 2021 and 2026. This observational process comprised several stages: an initial analysis of adaptation challenges based on observing young teachers at work and defining the foundations of the mentorship system; surveying young teachers to identify adaptation issues and analyzing the results; refining the adaptation system through mentorship and the implementation of new forms and methods; and synthesizing the findings. Results. The study establishes the structure, content, and specific characteristics of mentorship within a private foreign language school. It identifies ways to improve the mentorship system in order to enhance young specialists' readiness for professional practice. Conclusion. In the context of private supplementary education, the mentorship system acts not merely as a support mechanism but as a strategic resource for the institution's development. Given the high demands placed upon them, young professionals cannot afford a lengthy period of “natural” professional maturation; they require intensive, structured, and person-oriented support.