In this qualitative case study of novice teacher educators in the southeastern United States, the author investigated the following research questions: (1) What are the experiences of new teacher educators for social justice, as they relate to their doctoral preparation; and (2) What is the relationship between new teacher educator development and the current landscape of teacher education? The author contextualizes this inquiry within the literature on the preparation of teacher educators and a theoretical framework of teacher educator development. The author utilized a qualitative case study design to analyze the experiences of novice teacher educators from two universities in the southeastern United States. This research on new teacher educators for social justice has implications for teacher educator preparation, future research, and future policy in teacher education. It points to the critical importance of remaining committed to university and departmental missions about social justice. For students who want to be activist-scholars, they need to see their professors also engaged in such commitments. Like previous research on the preparation of teacher educators, the research highlights the need for additional scholarship in this field. This is a field ripe for new scholarly possibilities, especially given the increased focus on teacher preparation regulations by the federal government. This study also holds implications for teacher education policy and reform. While many of the reforms in teacher education are relatively new, forthcoming scholarship is likely to find that such reforms jeopardize how teachers are prepared to enact social justice, culturally relevant pedagogy, and other critical teaching methods in their classroom. Overall, this research and implications from it highlight the importance of better understanding how teacher educators are prepared, how to support their social justice commitments, and how to help them make sense of the changing landscape of teacher education.