When students are marginalized, excluded, negatively labeled, and do not fit what is considered to be normative, they may experience social injustice because of the ways in which oppression have been institutionalized within the education system. In schools, students face social injustice when they are oppressed based on racism, sexism, heterosexism, classism, ableism, audism, sizeism, ageism, and religious intolerance. It is incumbent upon professors who guide and prepare individuals aspiring to leadership positions to recognize and understand the need to ensure equity and support for all students. The goal of this article was to examine student perceptions in order to identify ways in which educational leaders, teachers, and those aspiring to leadership positions might become more effective student advocates who promote social justice. Insights arising from understanding how beliefs influence learning may help educators work with K-12 students in supportive ways given the current highstakes driven and curriculum-centered model of schooling in which they currently find themselves immersed. (Contains 11 footnotes.)