A strengths assessment of the College of Education at Kansas State University in the United States showed that a majority of faculty had strong interests in social justice issues in education. The need for providing continuing post-graduate education in social justice education with theory-to-practice relevancy is critical in formal and informal lifelong learning initiatives. Over the course of 2 years, a social justice education graduate certificate program was co-created by college faculty from all departments. This article explores the content and structure of the program as well as the collaborative development process. Barriers, assets, and lessons learned are discussed to suggest approaches for other colleges.