The purposes of schooling are many, but the potential to ameliorate societal inequities is considered among the most essential (Stanford Center on Poverty and Inequality, 2016). Immeasurable effort has been expended to address inequity: federal and state funding, district and school improvement goals, professional development, financial awards, and even sanctions. None of these have succeeded in substantive progress toward closing the gaps that exist between underresourced students and their peers (Reardon, 2013). In fact, some argue that the institution of schooling only works to advance inequity (Diamond, 2006). This article argues that school leaders are positioned to address these needs, but they do not inherently possess the tools to do so. Unfortunately, many of these programs are out of date and ill equipped to develop social justice competencies. Built upon content from management and the social sciences, school leadership programs traditionally emphasize leadership theory, personnel practices, and, more recently, instructional leadership. As a result, these programs typically resemble a master's degree in business administration that is specialized to the school setting. This curriculum produces leaders with a static set of antiquated skills who are ill equipped to advocate for the students who most need their leadership. Since future school leaders need social justice competencies, how do university programs work to develop them? The article examines several core changes can substantially improve the readiness of future school leaders to address inequity, including an asset mind-set, safe spaces, diverse voices, embedded experiences, and explicit development of leadership efficacy.