This chapter explores the use of Q methodology in leadership research, particularly in studying educational leadership through a social constructionist and justice-grounded lens. We begin with a critique of traditional leadership theories, which frequently rely on individualistic, positivist frameworks and fail to account for the complexities and cultural contexts that shape leadership, particularly for marginalized groups. Next, we introduce social constructionism and justice-grounded leadership as alternative approaches prioritizing relational, context-driven, and equitable leadership practices. We then explore two Q research examples, showing how Q methodology can reveal diverse perspectives on leadership. The first single-case study examines the leadership development of an Asian American Pacific Islander (AAPI) leader, while the second explores how doctoral students from various backgrounds perceive collective leadership. These examples demonstrate how Q methodology can help researchers generate deeper insights into leadership dynamics, power, and equity, which can challenge dominant leadership paradigms by incorporating marginalized voices. We conclude by suggesting that Q methodology, when aligned with social constructionist and justice-grounded principles, offers a robust approach to capturing the subjective experiences of leaders and can contribute to a more inclusive understanding of leadership dynamics in educational settings.