The central aim of this article is to explore the intersecting voices and experiences of 4 educational leadership doctoral students in a social justice program at a Hispanic serving institution in the Southwest. The 4 doctoral students engaged in conversations regarding their lived experiences and about the relationship between social justice and educational leadership. The collaborative discourse was integral in advancing their individual understanding of how each of their lived experiences intersected and the manner in which this discourse contributed to identifying practices that other educational leadership doctoral programs can utilize to foster and cultivate socially just leaders. As a result of the robust dialogical relationship among the 4 doctoral students, a unified epistemological lens was uncovered.