Using data drawn from autoethnographic work on social justice leadership and a qualitative study on the lives of antiracist teachers, the authors seek to reveal the need for coalition building between and among teachers and principals. These stories illustrate the common thread of isolation and intimidation felt by those working for social justice at all levels of K-12 education. The authors urge "flipping the script" away from damaging dichotomy of administrators versus teachers that often permeates schools. The article suggests methods for teachers and administrators to work together in order to build inclusive schools dedicated to equity, excellence, and social justice.