Social work programs in urban universities are largely steeped in Eurocentric dominance, outlined in the curricula, language, and textbooks, failing to espouse social work’s commitment to equity, cultural humility, and strength-based language. The decline of preparedness and training of social justice by universities has been extensively problematized, as social workers are expected to be at the forefront of campaigns and the implementation of social justice at all levels of society. In this chapter, we aim to discuss the exigency of utilizing an equity lens in anti-discriminatory and anti-racist social work education and practices to render available the necessary resources to address systemic barriers that oppress individuals and communities. This literature review will synthesize key international peer-reviewed and grey literature from the past two decades. Our literature review highlights effective equity standards and measures that hold the education system and key power holders accountable for their (in)actions. From a systems level, for example, this requires addressing university hiring practices and processes to address overt and covert forms of prejudicial treatment. Enhancing social justice preparedness requires a radical change in racialized spaces, where additional brave reflective spaces can foster a better understanding of race. Here, the value of racially disruptive teaching activities and establishing agency as a means for tackling racial bias and decolonization is discussed. To conclude, the authors critically reflect on various forms of discrimination, including but not limited to, ignorance, insensitivity, power, and conformity, and their own perspectives as future health practitioners in a field implicated in dire past and current injustices.