Many innocence organizations are connected to academic institutions, and many clinical students go on to work in innocence or criminal law, where they continue to advocate for the innocent. This makes these clinics a fertile place to train students to become advocates who work in this space for decades to come. Professors and faculty have an obligation to think about the pedagogical implications of our work. One such area is "uncomfortable collaborations," which are increasingly necessary in innocence work. We collaborate with prosecutors/Conviction Integrity Units and law enforcement in ways that upend the traditional adversarial model. Results vary; trust is built and broken. But uncomfortable collaborations are necessary. Regardless of outcomes, students gain critical skills by being involved in the process. We'll discuss those skills and the pedagogical benefits of transferring them to students. We focus on four strands of learning implications to strengthen skills in students, so they can zealously advocate for clients.