School counselors are positioned as leaders to be effective advocates promoting access and equity for all students. Public arena advocacy requires collective action and collaboration with stakeholders and elected officials. Multiple barriers exist for school counselors who advocate for students at a systemic level. Additionally, there is a lack of research available to inform school counselors about these practices.The purpose of this transcendental phenomenological study was to investigate the essences of the experiences of school counseling leaders who advocate for students and school counseling services at the public arena level. The research question guiding this study was, “What are the experiences of school counseling leaders who advocate for students and school counseling services at the legislative/public arena level?” Using phenomenological methods guided by Moustakas (1994) and van Manen (2001), 12 school counseling leaders with three or more years of work experience engaging in advocacy activities at the legislative/public arena level participated in the study. Using a semi-structured recorded interview, the school counseling leaders shared their lived experiences of advocating in the legislative/public arena level. Bandura’s (1994) social learning and self-efficacy theory and Dollarhide’s (2003) model of school counselor leadership were both used to frame this study. Thematic analysis identified the following themes: understanding the legislative learning curve, building confidence, balancing roles, building and maintaining relationships, working collectively, dealing with resistance, and using your voice for change. This study contributes to the body of school counseling leadership and advocacy research. The findings in this study provided insight regarding the meaning and experience of legislative/public arena advocacy for school counseling leaders.