Leadership preparation programs are in transition as scholars seek to determine more sophisticated approaches in developing leaders for the increasing demands of accountability policy. This critical conceptual analysis focuses on leadership preparation for the socialization of school leaders. It is intended to reframe current perspectives about data use and provides recommendations for improving leadership development for socially just outcomes. Critical perspectives towards improving leadership preparation programs through questioning disposition and skill development might serve to improve preparation programs by addressing the more nuanced elements of leadership undergirding school reform.