With rising contestations around educational policies, teacher educators are increasingly called to engage in policy debates. To date, few studies have explored how they engage in policy advocacy. This multi-case qualitative project addresses this gap by drawing on Bakhtin's theory of dialogism to explore how teacher educators in several states worked to reclaim the position of a speaking subject in policy contexts. The findings capture participation in policy dialogues including monitoring of policy proposals, mobilization of collective responses, and engagement with decision-makers. The variation in advocacy outcomes among the cases raises questions about the future of teacher education reforms.