The purpose of this exploratory study is to examine the inclusion of race-related conversations within educational leadership preparation programs. We consider how students and professors within one preparation program conceptualize the ways in which conversations pertaining to race are present and/or missing within their courses. Specifically, we assess how both entities contribute to the silences that often obstruct conversations pertaining to race. Our findings further support the works of researchers who believe the field of education leadership must revisit the conceptual understandings of conversations and the pedagogical tools used to address issues of race within the classroom. (Contains 1 table.)