The purpose of this study was to explore the relationship between a social justice curriculum and the dispositions of graduate students enrolled in an online pre-service school principal preparation program. Data Collection: Students were asked to write reflective essays before the course began and again after the course was over discussing their understanding of social justice and the roles and responsibilities of educational leaders to make social justice a priority. Students' essays were coded to identify themes and patterns and to see if their beliefs, values, and commitments to leadership for social justice changed over time. Findings: Findings indicated that a social justice curriculum can clearly influence the development of positive dispositions.