Although education is not the highest priority in this year's presidential election, the fact that education is an issue at all highlights the role of politics in education. More than for most professions, from the district to the national level, elections and political agendas shape the policies that govern classrooms. Although the teacher unions have very large memberships, their endorsements and political clout are almost nonexistent. If teachers themselves are to be advocates for effective educational policies, they need to be aware of the process and politics of educational reform. However, many teachers and teacher candidates shy away from this out-of-classroom role. Some see the politics of education as an inappropriate arena for teachers, and there have been accusations of liberal bias and undue influence by college professors on their students. So what is the place, if any, politics and policy making have in the world of teacher education? Should this be an area best left to the individual teacher candidates to explore on their own, if they wish? Or should this contentious process be included in some way as part of teacher education? This article presents the responses of the "Teacher Educator" Editorial Advisory Board members to the following question: Within a teacher preparation program, should teacher candidates be exposed to information regarding the impact of politics and educational policy on their role as a teacher? If so, how should this information be conveyed?