Critical consciousness is a crucial component of social justice leadership. This quantitative research focused on the perceptions of social justice leadership of principals and assistant principals in Central Appalachia as measured by the Social Justice Leadership Questionnaire (SJQ2). The research was inspired by the theoretical framework of the International School Leadership Development Network to examine if personal (years of experience as an administrator, years living in Appalachia, and current position) and school predictor variables (Title 1 status and grade-level) affect the social justice leadership propensity of school administrators. Multiple regression analysis was utilized determine if personal and school predictor variables had any effect on the perceptions of assistant principals and principals in Appalachian counties of Kentucky. The results suggest the critical need for quantitative instruments that are more inclusive of diverse populations and contextual factors.