<p>Although early childhood teachers’ experiences in schools are shaped by a range of early education policies and legislation, these topics are largely absent from teacher education programs. Early childhood teacher candidates (TCs) are rarely afforded opportunities to understand why certain policies are developed and adopted (both at the micro and macro levels), what possible consequences could occur, and how policies affect their day-to-day practices. As a result, early childhood teacher educators are increasingly called to support TCs' active participation in the policy conversations that shape their practice. This qualitative study describes how fifteen TCs in one early childhood teacher education program engaged in critical conversations about educational policies. Our findings illuminated how three distinct modes of engagement offered various affordances that inform teacher education practices: Taking a stance, striving for neutrality, and debating. After illustrating each mode of engagement, we discuss implications for teacher educators’ practices. Ultimately, we assert the importance of making room for critical conversations about educational policy in early childhood teacher education programs in ways that position TCs as active participants in policy work rather than passive objects of reform.</p>