This article examines (a) the official policy for social justice as developed by the Ministry of Education and Culture and its policy-makers, (b) the ways in which school leaders (head teachers) and school actors (teachers) understand education policy for social justice, and (c) the impact of this process on school leaders' and actors' action or inaction for social justice. Data collection was based upon the analysis of policy documents related to education and social justice. Moreover, interviews were carried out with officials working within the Cyprus Ministry of Education and Culture and head teachers and teachers from five participant schools in Cyprus. The political culture fostered an access-based social-justice orientation. Across levels, the interviewees prioritised equity of access, suggesting all children's right to access and participation in the school community. Nonetheless, as their values were exclusive of outcome-oriented definitions of equity, they impeded action on social justice.