Given calls to integrate critical perspectives in leadership education, this paper presents the findings from a study conducted to see how efficacious early-career professionals are in translating these concepts into their practice. Guided by narrative inquiry, we centered the stories of nine practitioners after they participated in CSP 786, a graduate program leadership course informed by an attention to equity. Findings included: experiencing barriers within institutional contexts, working within spheres of influence, reacting to feedback when actualizing theory, and reflecting on power via social identities. Implications for practice are then offered.