This qualitative phenomenological inquiry explored the lived experience of students from a land grant university and how they operationalize social justice in their communities. The students in this study graduated from an educational leadership program, focused on social justice. It is the goal that the knowledge produced from this query will yield an understanding and vision that will inform social justice practice in educational and community settings, as informed by educational leaders and their lived experience. Furthermore, I wish to expand on the postulate, pedagogy and praxis in educational leadership preparation programs in higher education, specifically, at a one land grant university. This research used qualitative archival data to inform the investigation of the phenomenon under exploration. The archival data provided qualitative information on ten participants from a purposefully selected group who had completed an educational leadership program at one land grant university, and who had used applied critical leadership as a catalyst for social justice praxis in their respective pk-12 settings. Data retrieved and explored from this study illustrated how educational leadership graduates from one land grant university employ social justice in their communities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]