Numerous teacher preparatory programs place emphasis on instructional advocacy within their curriculum. This article discusses a pathway teacher educators can use to connect candidates with research-based knowledge and skills that sync broad policy to practice, developing a comprehensive approach to advocating for education. The author sought to promote policy-based advocacy by quantitatively illustrating a district funding metric that differs comparatively in specifying need for particular levels of school poverty on academic achievement. At its conclusion, practical tips on discussing research ideas with teacher candidates and how candidates can advocate for more equitable conditions for teachers and students are offered.