Bogotch (2002) proposed that educational leadership cannot be separated from social justice, and this is a sentiment that is taken to heart at an urban Title-1 school district in Houston, Texas. To intentionally address the need for such alignment between mission and practice, the district implemented a recruitment and talent development initiative that actively sought to change the district's talent pool. This program develops effective leaders through a fellowship that focuses on building and leading an effective team, coaching and managing with excellence, and solving high-impact, complex problems. Using a position-subject approach (Conrad, Haworth, & Millar, 2001), this paper evaluates the extent to which the program uplifts diverse voices in school leadership and the extent to which the program successfully prepares participants for leadership roles. This manuscript includes a description of a successful and inclusive school leadership pipeline, an explanation of challenges and resistance faced for both leadership initiatives, and strategies to continue growth in this particular area of educational leadership through data collected via survey, interview, and autoethnographic reflections.