In this qualitative case study, six novice English as a second language (ESL) teachers in a graduate course were asked to describe how they had enacted advocacy for emergent bilinguals. Data were gathered from pre- and post- surveys and semistructured interviews conducted after the semester ended. While the ESL teachers in this study were willing and able to advocate for emergent bilinguals in certain ways, their understanding of the systemic inequities that necessitate advocating for emergent bilinguals was not made clear in the data collected. To improve the focus on advocacy in ESL teacher education, explicit study of how the systems of our schools and society serve to reinforce stereotypes and disadvantage emergent bilinguals should be included in coursework. Additionally, programs should create intentional mentorship pairings of novice ESL teachers with experienced teachers who act as strong advocates for their students.