Leadership theories that rely on personal traits, situations, and actions were developed for an industrial world and have become less effective as the world becomes more globalized, networked, and collaborative (Komives et al. 2005). Values-centered models of leadership highlighting collaboration, inclusiveness, empowerment, and ethics have influenced new models of leadership (Komives et al. 2005; Kouses and Posner 2003; Rost 1993). There also exists an increasing interest in leadership identity development (Komives et al. 2005; Guthrie et al. 2013). Therefore, continued, rigorous study and application of ethical leadership models and the development of ethical leadership identity are vital because ethical leadership and effective leadership are interconnected and interrelated (Brown and Trevino 2006). Effective and ethical leadership, as practiced by scientists, statisticians, business people, doctors, and politicians, is necessary to solving today's vexing and knotty crises. Individuals who continually answer the following questions, whether or not they consider themselves social justice leaders, persist in unravelling some of the thorniest issues of today: (1) Who am I and who can I become? (2) What are the needs and opportunities of the world? and (3) What is my role in building a more just and compassionate world? These questions are part of a Roman Catholic, Dominican ethos that provides one way to conceptualize leadership for social justice. This study described herein examines the implementation of a Dominican model of leadership--rooted in the values and ethos of the Dominican order--on leadership identity for students in a higher education leadership program.