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There is a sense of urgency for professors of educational leadership to recognize how self-beliefs influence learning potential. We strongly encourage and urge these professors to examine Marzano’s Model and listen to the voices of the students in this study. The authors were overcome with sadness when Rosa stated, “I couldn’t see beyond my own sadness,” and Beth stated “My Mom died … there were no expressions of sympathy from the teachers who didn’t seem to want a relationship with me.” There is also a sense of urgency to challenge the enduring ideology that some students will succeed, others will fail, and failure is the result of deficiencies in the student (Oakes, Wells, Jones,&Datnow, 1997). Deficit thinking about students by stakeholders limits student academic success and is, therefore, a social justice issue. At the very core, what we do or do not do, what we say or do not say, and our judgments of individuals based on racism, sexism, heterosexism, classism, ableism, audism, sizeism, ageism, expectations and religious beliefs have a profound positive or negative impact on students and their lives. Just as educators can inspire their students to transform their thinking, the voices of formerly labeled “at-risk” students can also educate and inform the practice of professors in preparing future educators to lead our nation’s schools. If we, and those aspiring to educational leadership positions, do not possess a collective belief that all students possess the potential to learn and succeed, what then is the alternative? Envision the future, our country and our populace ten/twenty/thirty years from now? Who will be held accountable and why?

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