When children are sick, hurt, or in desperate need, parents/caregivers naturally make preferential options for them. Yet, as it relates to social justice, particularly when working with students from marginalized and poverty situations, the concept of making a preferential option in a school setting is not as clear. However, a school setting is a place where educators are in a natural position to make preferential option decisions when working with youngsters whose lives are affected by poverty. In this article, the author provides a working definition of poverty, leading to a description of what the concept of preferential option for the poor is, how it evolved, and how it became a part of the discourse in curriculum theorizing. Finally, some practical curricular and pedagogical ways educators can make preferential options are offered.