The authors investigated the extent to which classroom pedagogical practices and disciplinary course focus contributed to understandings of social justice outcomes among 406 undergraduate students enrolled in five college courses. They found that gender, enrollment in Intergroup Dialogue, service-learning, Introduction to Sociology courses, and practices encouraging reflection, discussions about diversity, and diverse peer interactions contributed to students' social justice learning. The article concludes with a discussion of the findings' implications. (Contains 1 footnote, 2 figures and 4 tables.)