In order to address prevalent barriers to equitable education, it is critical for preservice teachers to recognize their potential for enacting change as they prepare to enter Pre-K to 12th grade classrooms. This critical qualitative study focused on preservice teachers' attitudes, perceptions, and views of their unique roles in advancing social justice education (SJE) through critical consciousness (CC) that may allow for the possibility of dismantling the school to prison pipeline (STPP). In-depth interviews were conducted with undergraduate and graduate students (N = 7) enrolled in teacher preparation programs at two universities in New Jersey, and participants were able to reflect and speak about who they are working to become as future change agents as classroom teachers. Findings of this study suggest that preservice teachers are on a journey of becoming future social justice educators, with four elements illuminating the journey: defining and redefining experiences, identity and positionality development, emerging critical analyses of the world, and continuous learning. This study extends the literature on SJE from the perspective of preservice teachers. Findings of this research have important implications for teacher preparation programs, the overall development of educators, and the impact of preservice teachers in advancing SJE, with potential to disrupt the STPP in the future. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]