School leaders face "one of the most important opportunities to influence social justice" (Cambron-McCabe & McCarthy, 2005, p. 208), but they cannot do this work alone. Teachers and school leaders must work together with students and families, who play a key role in student success (Epstein et al., 2009; Johnson, 2014). Too often, culturally and linguistically diverse families are left out, or engaged only superficially. When parents are meaningfully involved with schools, families may amass cultural capital and influence school policy and practice (Gaitan, 2012). How may teacher candidates (TCs) and leader candidates (LCs) learn to do this work? Stories help us make sense of our lives, and have long been considered a powerful tool for understanding human experience (Clandinin & Connelly, 2000). This article explores how stories, including the lived stories of parents and students, the lived stories of teacher and leader candidates, as well as the stories we read, may support TCs and LCs in becoming culturally sustaining, socially just educators.