This paper describes the ways that feminist theories, history and pedagogies can be infused into leadership preparation programs in educational administration. This work is situated with the larger movement of leadership for social justice. The authors describe the theoretical frame for this work and the organization of a feminist leadership course in a graduate program within a large Midwestern university program. Specific data from a planned study of one semester's class is described. Findings are analyzed and recommendations and conclusions are made. (Contains 1 table and 4 footnotes.)