Despite the dramatic shift in demographics occurring within public schools, there is scarce research connecting issues of diversity and race with the curricula guiding educational leadership preparation programs. In the field of leadership preparation, little information has been offered as to how professors facilitate social justice oriented conversations within their classrooms, particularly conversations focused specifically on race related issues. This article considers concepts the author believes should be included in leadership preparation programs seeking to develop leaders for diverse settings. In studying the outcomes of a course in "leadership for social justice" which is based on transformational learning experiences centered on issues of social justice, the author uses case studies and pattern matching to yield three emergent themes in the students' experiences: increased critical consciousness, deepened empathic responses, and advocacy to activism. Throughout, the author focuses on the question, "how do participants in this program understand what it means to lead for social justice and equity in U.S. public schools?" The article concludes by discussing suggestions that could help contribute to the development of a transformative curriculum for leadership preparation programs. (Contains 3 figures.)