Six school psychologist practitioners who self-identified as social justice change agents were interviewed for this study. Interview questions were informed by two central themes that were important to the understanding of school psychologists as change agents: defining social justice and potential application to school psychology practice. The interviews were coded via consensual qualitative research. Thirteen different themes emerged. Some of the most noteworthy findings related to being a social justice agent include taking personal responsibility to bring about change, using political savvy to navigate power structures, modeling the changes one is seeking to bring about, and working in a culturally responsive manner across differing perspectives.