Policy developments across the world continue to reinforce and intensify the importance of social justice underpinning philosophies Research in Educational Administration & Leadership and praxis in education. However, the enactment of these policies varies both within and across countries. One aspect that has been generally accepted as orthodoxy in whether schools perpetuate the status quo or contribute to reducing inequalities is the significant role of leadership in promoting social justice in schools. This special issue set out to explore “Leadership Stories” and in particular Unlocking the Path to Social Justice Leadership in various countries around the world. All stories emanated from participants involved in the social justice strand of the International School Leadership Development Network (ISLDN), which defines social justice leadership as “a principal who is committed to reducing inequalities and makes this aim a high priority in leadership practice” (Angelle, 2017, p. 308). This Special Issue aimed to unpack how social justice leaders learned to become social justice leaders, the foundational aspects that influenced these leaders to work for a socially just educational experience for all children. Synthesis of the various perspectives presented in the articles reveal two key themes that have emerged across all papers in this Special Issue, albeit in varying degrees; values and relationships. A central tenet emanating from all papers is the concept of values and awareness or selfawareness of one’s values.