We describe the development and implementation of an online graduate bioethics program that weaves a theme of health justice throughout the curriculum. Our account relies on a constructionist model of curriculum development and adult teaching and learning theory. Our curriculum draws upon core values of Jesuit higher education, including content with particular attention to justice for marginalized and vulnerable members of society and pedagogical strategies that cultivate students' capacities for critical thinking and engagement with ethics and justice issues in the context of healthcare. We propose four major contributions from the health justice literature as key content areas for inclusion in bioethics programs interested in focusing on health justice. We identify gaps in the literature and suggest how they might be addressed. Finally, we give examples of content, pedagogy, and preliminary findings from specific courses in our program, all in hopes of stimulating more conversation about how students learn about health justice.