In recent years, Florida has become increasingly hostile toward issues of diversity, equity, and inclusion in public education. This poses challenges for principals who need to ensure that students, particularly from marginalized backgrounds, have the opportunity to succeed. This case explores the social justice practices of a self-identifying conservative, Cuban, "boomer" principal leading a predominately Black and Brown high school in South Florida. The case draws upon the multiplicity of social justice leadership conceptualizations within the field to suggest that not all leaders "talk the walk" of social justice and raises important questions about the construct of social justice leadership in practice.