Consistent with the anniversary theme of this special issue of ATE, this article offers an overview of 40 years of advocacy for social justice- and equity-centered teacher preparation through three extended examples from the author's own work. Arranged chronologically and shaped by differing policy and political landscapes, the examples represent contrasting genres of scholarship emerging from the author's involvement in different aspects of the work of teacher education. Each example provides a snapshot of equity-related advocacy work in teacher preparation at a particular point in time and a particular social and political context. Taken together, the three examples also suggest that a number of key questions recur in advocacy (and controversy) related to justice- and equity-oriented teacher preparation, including: What is the meaning of equity in teacher preparation? What is the meaning of practice? What kinds of knowledge are needed to teach well? What does it mean to learn to teach? The article comments on the shifting policy contexts that have shaped efforts to advocate for justice- and equity-oriented teacher education. It concludes by connecting 40 years of advocacy to a major current controversy related to equity and teacher education.