In this paper we reflect on the challenges of engaging in social justice work within elite schools. Drawing on experiences collaborating with an elite school in a justice-oriented research project, we consider the theoretical resources that informed this work. We demonstrate how Freire's work has been critical in forming the kind of relations that acknowledge and benefit from multiple perspectives. Other conceptual frameworks are then considered, which may facilitate the further embedding and extension of social justice work. We conclude by proposing that Fraser's work offers the necessary tools for this, but emphasise the importance of hope and persistence.