Finding ways for all students to engage meaningfully with science and learn to use scientific knowledge and skills to identify and solve personal and community-based problems requires more than making changes to the curriculum students experience in schools. This article describes a methods course, part of a one-year masters level teacher preparation program, designed to prepare science teachers to make social justice a guiding principle in their work. The article argues for adopting a social justice lens as a focus for the preparation of science teachers and presents a framework for understanding what social justice means in the context of teaching and learning about science.The article includes an account of course readings and assignments, and examines teacher candidates' initial work for evidence of their developing views of teaching science with a social justice focus.