Pressure groups serve as vital bridges between civil society and the state, mediating interests into policy matters. Teachers' unions are important because of the dual role they play, their organisational power and their location. Although there is substantial theory, the empirical work in the Indian states is limited. This paper analyzes the Andhra Pradesh United Teachers Federation with survey data from 100 members in the Krishna district. Outcomes display 68% postgraduates, 72% having 11–20 years’ experience, 64% high involvement. There are significant associations between position and policy influence and between experience and participation. Regression reveals position, experience, educational background as well as participation as four significant determinants (R²=0.613). Teachers’ organizations shape policy by means of consultation, mobilization, networking, and advocacy, but they are fragmented, politicized, poorly resourced, and where their voices are most unanimous, ignored. In general, results underscore the strong subnational interest group dynamics and contribute to the argument for institutional capacity building, transparency and effective policy implementation in the education sector in India.