The effects of the COVID-19 pandemic changed the way education transpired for teachers and learners worldwide. Widespread virtual learning brought deeper academic and social inequities among K-12 diverse learners to light. Multilingual learners and their teachers were no exception. Advocacy is a key identity and expected role of English language development teaching professionals. Research has found that advocacy work can benefit the academic, linguistic, and social growth of ML students. Research has yet to deeply explore the topic of ELD teachers’ experiences with advocating for their ML students during the pandemic, as well as the lessons they learned during this unique time in educational history that inform their advocacy work today. This phenomenological study used in-depth, semi-structured interviews to investigate these experiences. Potential implications for this study include teacher preparation, professional development, as well as policy-making decisions surrounding advocacy needs for multilingual learners.