In this qualitative study, Brown's (2004) tripartite theoretical framework on leadership preparation was used to explore the role programmatic elements played in development as social justice leaders within an educational leadership preparation program located in the United States. Findings from focus groups with twelve former graduate students revealed a number of programmatic elements were important in developing students' conceptions of social justice. The findings also suggest two main differences existed between White and participants of colour in the study. The first involved an affective response to programmatic elements and the second on continued leadership efforts to address inequities in schools.