This research examines how advocacy is conceptualized in the standards for aspiring educational professionals (AEPs). Preparation standards for eleven certification areas were collected and analyzed for instances of advocacy language. Across these documents, four themes emerged which communicate the beneficiaries, topics, collaborators, and audiences to which AEPs are expected to direct their advocacy work. Although the standards, when considered collectively, identified advocacy as necessary for aspiring educators, the ambiguous and diverse ways advocacy was conceptualized across the documents presents challenges for professional organizations, educator preparation programs, and the AEPs they serve. These emergent themes can inform the review and revision of standard language by professional organizations and offer guidance to educator preparation programs as they serve and educate AEPs.