In a socio-political moment marked by attacks on diversity, equity, inclusion, and justice, the preparation of middle level teacher learners to engage in social justice advocacy (SJA) within their spheres of influence is imperative. In this article, I share a Social Justice Action Project I use to support teacher learners in engaging in SJA within their field placement or job-based schools. I provide a description of project phases, student-facing materials, a discussion of common challenges and tensions, and examples of student learning.