While the notion of "armed love" has been discussed in the context of pedagogy in a limited way, it stands to reason that teachers cannot do this work alone; school leaders must guide teachers by practicing and enacting armed love in their leadership. In this article, I borrow from prior conceptualizations of armed love and, applying it to the field of leadership and the activism of two school leaders, in particular, I argue that actively resisting forces that stand in the way of access to high-quality educational experiences and opportunities is a form of armed love and exactly the kind of leadership we need.