Although social justice advocacy has increasingly been acknowledged as important in the field of psychology (e.g., Goodman et al., 2004; Toporek et al., 2006a, Vera & Speight, 2003), there is a dearth of empirical research examining social justice advocacy across graduate psychology students. This mixed-methods study examined demographic and personal variables proposed to predict social justice advocacy, conceptualized as social justice advocacy related attitudes and behaviors. Specifically, psychology program type, multicultural competency (multicultural awareness and multicultural knowledge), spirituality, political involvement, and experiences of discrimination were examined in relation to social justice advocacy using Anova and hierarchical regression analyses. A task coping response style and identifying as a sexual and/or racial minority were each proposed to moderate the relationship between discrimination experiences and social justice advocacy. In addition, participants' perceptions of the resources and supports needed to facilitate students' commitment to and engagement in social justice advocacy were explored using a qualitative method. A national sample ( n = 412) of clinical, counseling, and school psychology doctoral students from APA-accredited programs participated in this study. Quantitative results indicated that political involvement was the strongest predictor of students' social justice advocacy, followed by spirituality and multicultural competency. Based on preliminary analyses, students' sexual orientation and political ideology were also found to contribute to the variance in social justice advocacy. The former variables all together accounted for 53% of the variability in social justice advocacy. Moderation results revealed that the task oriented coping interaction was statistically significant, although the minority status interaction was not significant. Seven categories of supports/resources emerged from the qualitative analysis. Explanations for all findings are discussed, in addition to study limitations and implications for shaping psychology program training to foster students' orientations toward social justice advocacy. Recommendations for future research are also presented. In particular, although this study helps to address the dearth of empirical studies on social justice advocacy in the field of psychology, further research in this area is needed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]