This article argues that a framework of educational leadership must be so designed as to specifically speak to the transitioning demographics in schools in the United States. Particularly salient is a framework that addresses the issue of race within a broader context of social justice. The article outlines five ingredients of such a framework, including self-reflection, a grounding in a critical theoretical construction, a prophetic and pragmatic edge, praxis, and the inclusion of race language. Furthermore, the article outlines pragmatic ways in which educational leadership preparation programs can address the failures of the dominant system to embrace and struggle with the American issue of race in education. The impact of racism and the efficacy of the blending of self-reflection, introspection, as well as intellectual work are discussed as viable vehicles to deal with the matters of race in preparing prospective school leaders. The article concludes with the presentation of a proposed curriculum module, a project undertaken by the University Council for Educational Administration, to assist leadership preparation programs in addressing, through innovative instruction, the notions of privilege and race in their programs. (Contains 1 note.)