The purpose of this study was to examine the social justice principles embedded in California State University (CSU) Educational Administration Preparation Programs. More specifically, this study explored the intended, implemented, and assessed curriculum relative to social justice and critical consciousness, and investigated if differences exist between university instructor demographic characteristics (age, gender, race/ethnicity, employment status, and years of teaching educational administration preparation courses) and the degree of social justice course integration and integration importance. In addition, this study examined the approaches used to align social justice leadership curriculum. A chronological mixed methods design was utilized for this study, as descriptive survey research, interviews, and document review were used. Qualitative data from survey short answers and open-ended questions, individual interviews, and document review explained the survey quantitative results in greater detail. The unit of analysis was the curriculum in CSU Educational Administration Preparation Programs. Curriculum included the intended, implemented, and assessed curriculum. Independent variables examined were instructor demographic characteristics and social justice course integration and integration importance. Seventy-one participants responded to the electronic survey, representing 19 of the 21 CSU campuses which offer an educational administration preparation program. Fourteen survey respondents also participated in individual interviews. A series of Chi-Square tests of independence were conducted resulting in significant findings for the degree of social justice course goal integration and integration importance, and the degree of critical consciousness principle course integration and integration importance, indicating that social justice course goal integration and critical consciousness principle integration are dependent on instructors' perception of the importance of integration into their courses. Results revealed instructors' demographic characteristics were independent of social justice goal integration and instructor perceptions of importance of goal integration. Although results showed variability, no results were significant. Four overarching themes specific to the social justice curriculum emerged from qualitative data analysis: institutional support of the curriculum, academic freedom and the curriculum, student push-back to the curriculum, and the hidden social justice curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]