This research report will discuss mathematics specialists and the way in which they communicate ideas of equity and social justice within a master's program that leads to a state endorsement in mathematics education leadership. Many mathematics specialist programs focus on developing their mathematical content knowledge for teaching, but these specialized leaders also need to learn about curriculum, assessment, pedagogy, and leadership for school change. This research describes one mathematics specialist program's initial efforts in developing mathematics teacher leaders who take action within their K-12 school contexts. Preliminary findings suggest that the mathematics specialists within this program are aligning their views of equitable mathematics instruction with Principles to Actions (National Council of Teachers of Mathematics, 2014) and the Teaching for Robust Understanding Framework (Schoenfeld, 2015). Implications for the program are that we are still exploring how to incorporate these ideas and facilitate critical conversations as teacher educators within our classrooms. [For the complete proceedings, see ED606556.]