In the field of education, critical conversations focusing on race and race relations are of primary importance given the continued inequities within our society. Statistically, public schools continue to be racially and socioeconomically separate and unequal. In our continued efforts to address such inequities, this study examines the ways in which professors plan for and facilitate conversations focused on race and race-related issues within educational leadership preparation programs. Findings highlight the importance of professors planning for and executing race-related conversations within the classroom. Results also indicate that while a number of informal and formal barriers may prevent professors within educational leadership preparation programs from providing the types of experiences necessary to prepare leaders of diverse communities, professors are willing to challenge such barriers, thus providing students with the educational experiences necessary to realize their potential as leaders in such communities.