Education is at a critical crossroads where policies to create more just and equitable education and schooling are under attack. We are in a time of unprecedented reforms in education marked by the rollback of programs grounded in equity that support students marginalized by the education system. Across the USA and elsewhere, there are attacks on diversity, equity, and inclusion (DEI) and injustices being normalized. We are witnessing attacks on communities, rise in hate of various groups, and white supremacy violence. Educational leaders have a role to play in this moment by resisting these harmful policies and practices. This chapter explores what the author theorizes as “talking back” as a form of resistance. In other words, taking action against injustice. Educators must “talk back” to attempts to roll back policies and practices that have benefitted all students. We must be agentive in this moment when pedagogy of fear is ubiquitous. Drawing on critical leadership and decolonizing praxis this chapter explores ways that educational leaders can “talk back” to challenges faced by those seeking justice, especially in education and schooling. The following framework is suggested as a way of “talking back” and an entry point for action. It involves examining self, examining systems, building critical relationships with communities, and sustaining praxis—self and work. As Regmi (Int J Leadersh Educ, 2022) urges, educational leaders must reverse the gear, think deeply, and take action to meet the challenges of the moment.