Special education scholars have traditionally experienced a significant disconnect between their experience as researchers and the fast-paced realities of policy and politics. We propose that higher education leaders should be drivers of change, not recipients of outcomes, and by extension, that there is a need to ensure that the preparation of future special education faculty and leaders includes multiple opportunities for them to engage in development of competencies related to policy-making, implementation, and evaluation. This article uses an exploratory qualitative approach to describe an experiential learning model referred to as the "Short Course," established to provide opportunities for doctoral students to experience the policy process and to develop an advocacy disposition and skills for future roles in the broad field of special education. Questionnaire data gathered over 4 years suggest the potential for this model to increase advocacy and policy engagement among future special education researchers, faculty, and leaders.