Scholars are increasingly considering how theoretical concepts about social justice might permeate leadership preparation programs' design. Yet the degree to which these concepts actually anchor these programs is unclear. This article addresses this gap by analyzing how the University of California's Principal Leadership Institute bridges theory and practice according to a social justice framework. It applies a theoretical framework for guiding social justice leadership preparation to guide a content analysis of program syllabi. It identifies specific features of the program's curriculum, pedagogy, and assessment that reflect or contradict this framework, and then discusses the implications for research and practice.