Throughout history, advocacy has been a key contributor to policy change and has helped to shift harmful social norms. From the abolition of slavery to road safety, and from climate action to HIV awareness campaigns, advocacy has taken many forms and has appeared in many contexts—and advocates, either working individually or as part of an organisation, have often spearheaded change in communities and societies. Effective advocacy not only forces the hand of decision-makers, but can lead to greater participation, help to educate wider communities, and can lead to personal growth among those involved. It is, in many ways, a personal journey, as well as a shared cause—a journey of learning about oneself, as much as it is about learning about, and changing, societies. In this chapter, Cebsile Nxumalo presents a first-hand account of her advocacy work promoting inclusive education in Eswatini. What is perhaps most striking about Nxumalo’s journey is the inherent adaptability she discovered in practitioners. Initially, she explains, educators are unwilling to include marginalised students, or those with complex learning needs or disabilities, because they believe that either these students will not be able to learn or they, as teachers, do not have the skills to teach them. However, after spending time in classrooms with these students, and with the appropriate support, guidance, and strategies, perceptions and attitudes can quickly change. Teachers quickly begin to realise that inclusive education is beneficial for marginalised students—and, perhaps even more importantly, that it is beneficial for all students.