Understanding allyhood as a developmental process will allow educators and program directors to reach a broader number of students with more powerful outcomes in line with student learning and development goals. Designing programs that promote ally development as a component of social justice education will allow programs to tailor ally development exercises and programs to a range of ally subpopulations (racial justice allies, LGBTIQ allies, etc.). In this article, the author outlines the ways in which educators can conceptualize ally attitudes and actions as a developmental process in an effort to enhance student learning, development, and social justice outcomes. After the introduction of a general ally development scheme, he explores one potential pathway toward developing white racial justice allyhood through the lens of the proposed model. (Contains 1 table.)