The purpose of this study was to see the role of mentorship in the development of student-teachers’ professional identity development in Abi-Adi College placement schools. This study was aimed to answer the basic research questions that; i. Do the mentors in placement schools have the required mentorship competencies to provide the support needed by student-teachers in practice? ii. To what extent does the mentorship practice contribute to the development of student-teachers’ professional identity? iii. What are the factors influencing mentorship practice in the development of studentteachers’ professional identity? This study utilized descriptive survey design with mixed research methodological approach. The total population included in this study was 486 practicum stakeholders from these, 154 were selected as sample through systematic sampling, cluster sampling, and purposive sampling techniques. The sources of data for this study were the vice dean, practicum coordinators, school mentors, college teachers, directors and third year students. Questionnaires, interviews and document analysis were used to gather the required data. The data obtained from the participant were analyzed quantitatively and qualitatively. The findings of the study reveal that: i) Placement school mentors lack the required competencies to serve as mentor: ii) Third year studentteachers in the academic year 2016/2017 have not developed the expected professional identity from the school-based practicum experience: and iii) Despite the fact that the mentorship practice in the case Abi-Adi College of Teacher Education partner schools has multiple challenges, the most serious problems reported include the failure of the college representatives to go to school to discuss the problems of the student-teachers, practicum coordinators’ inability to give clear and precise direction to mentor teachers, unclear linkage between practicum placement schools and college, lack of adequate school facilities, mentors’ shortage of time and incentive expectation on the part of the mentors. From the finding, it is concluded that placement school mentors do not seem to have the required mentorship competences to serve as mentor and the teacher identity development of third year student-teachers from the school-based practicum experience were low. Therefore, to alleviate the aforesaid deficits and to enhance mentors competencies and student-teachers professional identity, Abi-Adi College of Teacher Education in collaboration with the partner schools should provide the needed support for mentor teachers.