This cross-case analysis was based on three main questions that addressed three social justice-oriented education programs. The three questions were: 1) What critical elements underlie programs that prepare professionals for social justice? 2) What can we learn from these programs in support of educational-leadership programs whose aim is to prepare leaders for social justice? and, 3) What types of resistance have these programs perhaps faced in their preparation of leaders and educators for social justice? Each pair of authors analyzed the cases. Then we developed a "meta-consensus table" that combined all three cases for each of the three questions listed above. We then sorted the categories into themes within each meta-consensus table. Each theme was presented within the discussion of each of the three aforementioned questions. This was followed by a general discussion of the results. First, it was evident that program faculty played a key role in program development and implementation. Second, it is vital that social justice serves as the focus for all courses within a preparation program, rather than just select courses. Third, the variety of program structure across the three cases demonstrates the need for continued conversations about the most effective delivery method for individual programs and the students that they serve. Fourth, the importance of student recruitment to the program was an important component that sought to extend the existing social justice orientation of potential program candidates. The last section described resistances that were faced within the three cases. Forms of resistance came from students, faculty, and university administrators. We concluded the cross-case analysis by offering recommendations to overcome the resistances, and to encourage administrator preparation programs to place social justice at the core of student recruitment, program development, and program delivery.