This article provides a practical illustration of how culturally sustaining pedagogy (CSP) and evidence-based practices (EBPs) can be integrated into a mathematics curriculum to address social justice issues. A vignette is provided to illustrate how a secondary teacher infused social justice education in a seventh-grade mathematics lesson through the lens of CSP. The five elements of Hackman's (2005) framework of social justice education are used: (1) content mastery; (2) tools for critical analysis; (3) tools for social change; (4) tools for personal reflection; and (5) awareness of multicultural group dynamics.