This article presents a principal's reaction to Catherine Marshall and Michael Ward's article on research on social justice and training for leadership. The author applauds Marshall and Ward's efforts to address what is undoubtedly among the most fundamentally important issues facing principals today. Marshall and Ward illuminate the importance of collaboration between scholars and practitioners in the development of educative processes for embedding the ends of social justice into leadership practice. However, Marshall and Ward's work raises some concerns as well, which need to be addressed if administrative training for social justice is ever to be realized. For purposes of this reaction, the author focuses on four key areas of concern: (1) the lack of apparent connection between curriculum, instruction, and social justice; (2) the bifurcation of social justice and school improvement; (3) the absence of practical guidance for school leaders; and (4) the implications of advancing the ends of social justice with policy.