Purpose: The purpose of this paper is to examine how 15 graduate students enrolled in a US school leadership preparation program understand issues of social justice and equity through a reflective process utilizing audio and/or video software. Design/methodology/approach: The study is based on the tradition of grounded theory. The researcher collected 225 weekly audio/video reflections in addition to field notes and participants' written narratives. Findings: Findings from the data analysis indicate participants perceive the use of audio and video as a valuable tool to increase their awareness and responses to addressing oppressive school practices as leaders for social justice. Originality/value: Those who prepare school leaders might consider the use of audio/video reflections as an effective tool to examine the evolution of school leadership identities in an effort to interrupt oppressive school practices. (Contains 1 figure and 3 notes.)