Reflective writing has become part of a vast spectrum of professional practices across academia, which includes the hard sciences--notably in the fields of medicine and nursing, as well as in the humanities, including social work, higher education, teacher education, and educational leadership. In this article, we seek to describe the results of an investigation in the preparation of school leaders through reflective writing. Our engagement with self-reflective writing is explicitly designed to help future educational leaders identify and promote the skills that help leaders identify inequity in schools. The preliminary administrative credential program in this study is rooted in efforts to prepare equity-driven school leaders who integrate dispositions, concepts, and actions into their daily practice. [Note: The page range (18-23) shown on the PDF is incorrect. The correct page range for this article is p16-24.]