The articles within this issue of "Teacher Education Quarterly" examined the role and impact of equity within teacher preparation. Each author described a commitment to preparing teachers with equitable, social justice minded practices to meet the needs of the diverse learners in U.S. classrooms, yet, demonstrated a need for a closer look at how teacher education programs are preparing educators for this work. This article poses the question: How are teacher education programs that identify as social justice leaders providing preservice teachers with opportunities to move theory into practice with integrity?