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The purpose of this paper is to examine the role of school leaders to provide social justice in three contexts: Costa Rica, Mexico, and Spain.

A qualitative study was conducted under the interpretative tradition characterized by a search for an understanding of the social world from the point of view of a school director from each of the three countries. Interviews were conducted to determine their views on social justice, the actions they took, and the obstacles they confronted.

The directors conceived of education as a right and believed in equal educational opportunity, and fair distribution of resources. They used a variety of methods to promote social justice, increase social cohesion, and provide emotional education. Obstacles came from educational authorities who tried to control rather than support their efforts. They were committed to working in schools with marginalized populations, but their efforts had taken a toll on their personal and professional lives.

The research looked at just three principals whose experiences were unique to their context. However, the study has the advantage of looking at schools not typically included in educational research.

The work of these school directors underscores the need for preparation in skills, knowledge, and values to work for social justice.

The value of this research is to illuminate the narratives of school leaders. Working across borders can provide insights about the possibilities of change and strength to persevere.

This case study is an attempt to understand the experience of a school principal, Arnulfo. The research question is: what are the challenges of one first‐year school director in Baja California, Mexico?

Arnulfo participated in an interview and five focus groups at the Ensenada State Normal School. He kept a journal of incidents completed during April‐July 2006. A team of three researchers helped to write the case study. One researcher collected the data and wrote a summary in Spanish. A second researcher organized the material and translated it into English. The third researcher criticized and reviewed the write‐up.

Arnulfo faced a variety of challenges, but the burden of paperwork was the most serious. It can be understood on a number of levels. Bolman and Deal's four frames to understand organizations and leadership help to explain the complexity in terms of structural, human resource, symbolic, and political. The political frame was Arnulfo's greatest strength. He advocated for the school, formed alliances with parents, and took action to get the support of others.

The analysis, if confirmed by broader studies with larger samples, would lead to several recommendations for educational administration preparation. Principals need to know about the structural tasks of paperwork; maintain relationships with supervisors to assure adequate support; understand the symbolic culture in which they work, and become savvy in the ways of politics.

The International Study of Principal Preparation will compare findings and offer perspective on the extent to which these issues are representative of challenges that directors face in eight other countries.