The present study argues that undergraduate T&I programs and the T&I community as a whole should turn their attention to serving Korean overseas adoptees, and also suggests that nurturing those who would perform dialogue interpreting, the most dominant form of interpreting in this context, may serve as a significant educational objective for undergraduate T&I programs. This paper supports these assertions by examining the history of overseas adoption in Korea, investigating what adoptees go through from their childhood to adulthood, describing my experience of supervising undergraduate T&I students interpreting for Korean overseas adoptees, looking at the difficulties interpreters face when working under this particular context, exploring the role of the interpreter as an advocate of adoptees, and discussing the implications of enabling undergraduate T&I students to interpret for adoptees. Assuming the role of a participant observer (as an organizer and liaison between my department and adoptee organizations, and as a supervisor of students), I describe the experiences of my student interpreters working for adoptees based on their accounts of what happened at interviews with TV program producers, talks with adoption agencies, searches for birth families at police stations and other public offices, and reunions with birth families. The paper concludes by emphasizing that the role of the interpreter working in this context far exceeds that of interpreters working in other fields. Interpreters who work with adoptees not only serve as aids of inter-lingual communication, but also as guides, companions, moderators, and advocates.