Research has begun to articulate actions of social justice leaders, but as a field we still know little about how a broad range of leaders view and enact equitable practice. In this study, we use a set of "leadership for equity" rubrics to examine how 114 school and district leaders rated and provided evidence of equitable or inequitable practices related to visionary leadership and instructional improvement (two core responsibilities of leadership as identified by the Interstate School Leaders Licensure Consortium's standards). The rubrics define equitable leadership along a continuum from "unsatisfactory" to "exemplary," with a rating of "proficient" requiring evidence of action and change in policies and practices designed to produce equitable outcomes. Although leaders tended to rate themselves as "proficient" or above on the rubrics, their ratings were more favorable than what their supporting evidence warranted. We use this misalignment between participants' espoused and enacted behaviors to (a) discuss the need to better define key concepts in social justice leadership theory and practice and (b) highlight how leadership development and professional growth tools can counter rather than maintain status quo leadership practice.