Historically, educational administration programs have prepared graduates in a "universal, one-size-fits-all" approach. As the K-12 student population becomes increasingly diverse, this approach is no longer viable since it seldom takes into account the urgency implied by the achievement gap. This article reports on a "transformative colloquium" comprised of educational leadership faculty from CSU East Bay, San Jose State, and Fresno State who studied a "leading for equity" approach. Responses were gathered from the Spring 2006 CAPEA conference attendees regarding ways that administrator preparation programs can promote and emphasize leading for equity. (Contains 4 tables.)