Education systems in "Canada" are increasingly highlighting the structural and material inequities faced by First Nations' peoples. However, most practices within formal education tend to focus on awareness campaigns and/or examining injustice as a historical event, as opposed to challenging the structural and systemic forces that continue to perpetuate injustice toward First Nations' peoples. Drawing on a year-long educational project with students in grades 7-9 from various schools Canada-wide, this paper applies a case study approach to explore educating for advocacy through ethical relationality and solidarity with those experiencing injustice. The study highlights a transformation in how educators and students think about advocacy, while also drawing attention to the challenges to carrying out advocacy work within school systems with deep colonial roots.