Music education has always required advocacy to solidify its place in the school curriculum. Music teachers are increasingly called on to justify their existence and importance in the schools, and yet, are often unprepared to advocate on their own behalf without the use of advocacy materials that are created on the basis of questionable research, questionable interpretations of valid research, or materials that demean the profession. This practical advocacy crisis is created by the lack of a solid philosophical basis for music education advocacy, the profusion of questionable advocacy materials available, and the lack of lobbying at the federal and state levels for meaningful laws that give arts education true core status. In the article, the author discusses suggestions for improving advocacy methods and materials.