The population of English learners (ELs) is increasing dramatically and teachers need to learn how advocate for these often marginalized students. This study investigates various syllabi from English as a second language pre-service teacher course work that are aimed at preparing future teachers to advocate for ELs. The researchers employed constant comparison methodology to examine 14 syllabi to ascertain in which courses and how preservice teachers are prepared to advocate for their future students. Findings indicate that prospective teachers are being exposed to advocacy in many types of courses and with a variety of readings and assignments.