The field of educational leadership has also come to recognize the central importance of improving the quality of leadership preparation across leaders' careers, including at the doctoral level, for strengthening equitable teaching and learning in schools. What do doctoral programs that strive to realize such equity goals do? With what results? In this article, we address those questions with an analysis of the University of Washington's Leadership for Learning (L4L) EdD program. We base our analysis on a review of two decades of program data and our experience participating in L4L program design and implementation.