Despite attention in other social sciences and within other areas of psychology, social justice has received minimal attention in school psychology literature. The two studies by Shriberg et al. (2008) and McCabe and Rubinson (2008) represent significant developments in exploring school psychology's commitment to social justice. In this commentary, the author discusses the findings of these two studies in the context of school psychology's future role in social justice. The discussion is organized around three questions (themes): What is social justice (definition)? Where do we currently stand in school psychology (status quo)? How do we move forward as a profession (future directions)? (Contains 1 footnote.)