Although advocacy has a long tradition in the counseling profession (Kiselica & Robinson, 2001), school counselors' roles as advocates have only recently received widespread attention (Baker & Gerler, 2004). The American School Counselor Association National Model describes advocacy as a key role for professional school counselors, and numerous advocacy activities are presented in the model. Several authors have contributed to the literature on advocacy; however, the literature and the National Model do not delineate the dispositions, knowledge, and skills required for advocacy. The purpose of this article is to present and describe school counselor advocacy competencies recent and introduced in a book by Brown and Trusty (2005). It offers a structure for conceptualizing advocacy and for developing advocacy competencies. When advocacy is conceptualized and described in terms of school counselor competencies, the structure, purposes, and processes of advocacy are illuminated. Advocacy competencies are first presented, followed by material on school counselors' development of advocacy competencies, and then it closes with an advocacy model based on the competencies.