Within the discipline of school psychology, social justice is a fundamental concept and an aspiration of practitioners. Recently, a myriad of pleas has been made for school psychologists to act as agents of social justice change. Further, bullying, which is a prevalent issue in schools, has been identified as a school-based social justice imperative. Given these calls for advocacy, the prevalence rates of bullying in schools, and lack of research in this area, this novel study filled a gap in the research by quantitatively examining the relationship between social justice advocacy and the intention to engage in such work. More specifically, this study utilized a correlational design, with the theory of planned behavior as a theoretical guide, to determine how social justice advocacy interest, attitudes, self-efficacy, and social norms relate to behavioral intentions to advocate for marginalized youth experiencing bullying. Results found significant positive correlations between behavioral intentions and interest, attitudes, self-efficacy, and social norms. The result of a multiple linear regression revealed that the overall model was significant, which provides support for the use of the Theory of Planned Behavior in explaining the behavioral intention of school psychologists. Within the model, attitudes and self-efficacy were particularly important predictors of behavioral intention. Study strengths, limitations, future directions for research, and implications for the practice of school psychology are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]