This article is intended to spark dialogue and debate related to the preparation of inclusive social justice education leaders in a time of colorblindness. Drawing attention to the reductionist construction of the professional standards for educational leaders when it comes to preparing educational leaders who are ready to address and eliminate racism, inequalities, and injustices. And calls for the preparation of education leaders and aspiring principals who understand that all isms are endemic and engrained in the fiber of our society and are prepared to address and abolish marginalization in schools and promote places of learning that are inclusive and diverse through the use of three existing frameworks.