The overwhelming response to the issue of school violence schools has been an increasing presence of zero tolerance policies. Research has consistently found that students of color, specifically African American students and in particular males, tend to be disproportionately affected in a negative way when school systems implement zero tolerance policies. The number of African Americans expelled from school because of zero tolerance policies is not benefiting African American people. Instead, this increased rate in suspension and expulsion also increases the possibility that many African Americans will experience a life of crime and violence (Day-Vines & Day-Hairston, 2005; NCES, 2003). Under zero tolerance, there is little latitude for students to be reprimanded in some other way than severe penalties by teachers. This paper analyzes the ethic of justice, using the utilitarian, libertarian, and liberal egalitarian principles (philosophical values of the liberal democratic tradition) to further investigate the ethical and moral ramifications of zero tolerance policies. After reviewing the ethical principles and applying them to zero tolerance policies, it has been revealed that there are a plethora of ethical concerns. One final component that needs to be added to the discussion is the leadership implications for administrators who are in school districts where zero tolerance policies exist. The question has to be asked as to whether administrators perceive themselves as acting ethically when enforcing zero tolerance policies. Because of the implications that a zero tolerance policy might have on a student, school districts should implement such policies cautiously and make every effort to understand how they affect the decision-making ability of school leaders as well as the impact it has on students and parents.