Teachers often do not interact with legislators when educational policy is being developed. As a way to facilitate more interaction between the two groups, scholars are calling for teacher leaders to step forward and participate in legislative advocacy. The invitation is not limited to in-service teacher leaders. Preservice teacher leaders can participate in policymaking if they are taught about legislative advocacy during their preparation programs. This qualitative case study describes what happened when three preservice teacher leaders learned how to advocate for the education profession by attending three workshops hosted by a student professional organization. The data show that the preservice teachers began the experience with a desire to have a voice in developing policy. Through the workshops they learned about the legislative process, ways to advocate through writing and in person, and the role of legislative aides. The findings indicate that student professional organizations are a viable way for teacher preparation programs to help aspiring teacher leaders learn about legislative advocacy and make their voices known to policymakers.