Today's educational leadership candidates are subjects-in-process, as they learn and develop in response to rapidly changing social justice contexts with new potentials and new constraints. To prepare these candidates to lead social justice change, Educational Leadership Programs need to explore instructional approaches that grasp cultural challenges at the micro-level and interpret them against the larger historical social justice frame to perpetuate course effectiveness. In this conceptual article, the author proposes a process for analyzing course effectiveness through across-disciplinary framework, Cultural-Historical Activity Theory (CHAT). Utilizing this activity based framework to analyze current course structures will allow collective research projects to increase the effectiveness of creating action-driven justice centered leaders. The call is for all educational leadership programs to analyze their programs and social justice courses, and publish insights and their results to transform our educational system.