This parallel qualitative case study explored a potential outcome of California CTC Teacher Induction Program Standards (California Commission on Teacher Credentialing [California CTC], 2020) as one that develops a beginning teacher’s disposition of courage in addressing numerous inequities in education. This study employed qualitative interviewing techniques to elicit new teachers’ ability to identify induction standards and related experiences to develop an understanding of equity in education and the ability to advocate for student needs. The research design engaged three teachers and one mentor in year two of the induction program offered through the University of California Los Angeles’ extension program as well as two teachers in year one and one coordinator from an induction program offered through the New Teacher Center at the University of California Santa Cruz.