A review of outdoor education literature revealed a stark absence of research on social justice oriented teaching perspectives and practices of college faculty in outdoor education studies (OES). However, there is a significant imperative to explore this dimension considering the role of higher education in effectuating social change, the prevalence of social reform oriented outdoor educators in college level teaching, and the interest in promoting social justice through other areas of educator preparation including teacher education and principal preparation. As the literature also revealed, social justice and equity oriented teaching and philosophy is well articulated within the critical pedagogy, multicultural education, and social justice education literature yet is under-theorized in OES. To this end, this study examined three questions related to OES faculty committed to social justice: (a) What beliefs inform those outdoor education faculty with a commitment to social justice? (b) What are their intentions in teaching for social justice? (c) What actions do they employ in teaching for social justice? In other words, how do they enact or express their beliefs and intentions in the classroom? Participants were selected purposefully using snowball sampling in order to credibly identify college level educators with a commitment to social justice in their teaching. Data was collected using semi-structured interviews and field notes, while analysis was guided by grounded theory. Findings suggest OES faculty with a commitment to social justice hold five primary beliefs about the place of social justice and critically oriented teaching in OES; seven intentions as critically oriented and justice driven teachers; and enact these beliefs and intentions through a combination of instructional, dispositional, and curricular related actions. These findings differ from most of the outdoor education literature pertaining to social justice in at least three ways. These findings are derived from research, rather than intuitively from scholars and practitioners; the outcomes shed new light on the nature of social justice and critical teaching in OES; and this study contributes to the very limited discourse on preparing OES students to teach and lead for social justice. In these ways, this study holds implications for future research and practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]