Mentorship programs have been established in pharmacy education, both on the undergraduate and graduate levels. These programs are anticipated to improve the learning experience of mentees. The aim of this review was to assess the role and outcome of mentoring on pharmacy education. A systematic search of PubMed/Medline electronic database was conducted from 2000–2017, with relevant keywords (mentor OR mentorship) AND (pharmacy education OR pharmacy practice OR pharmacy training). Studies were screened by two independent reviewers for eligibility and data were extracted. This systematic review focused on the outcomes associated with application of mentorship programs in different educational settings. Our search retrieved 180 unique citations. Eight cross-sectional studies with a total of 662 pharmacy graduates were included. From included participants, there were 36 (5.4%) Masters, 58 (8.75%) pharmacy doctorates, 22 (3.3%) Baccalaureates, 60 (10%) assistant professors, and 20 (3%) PhD. All included studies reported that mentoring programs were successful, effective; and improved research skills, team working; and supported students' confidence. This study demonstrated that mentoring programs are effective, promising, and can be used as an adjunct to enhance student confidence, scientific, and professional efficiency. Outcomes of mentorship can be on organizational level, on mentees’ level, and on mentors' level. Thus, applying mentorship in pharmacy educational programs is expected to have significant results. We recommend further follow-up and research for the effectiveness of mentoring programs in all medical fields.