This single embedded case study utilized a content analysis of syllabi and other documents, along with interviews and observations, of two California teacher education programs to explore how social justice-oriented and transformative practices were conceptualized. The courses - topics, text, assignments, and instructional practices - were profoundly impacted by the course instructors' personal/professional experiences, expertise, and pedagogy. The three significant findings were: (1) communicating social justice, (2) constructing and instilling knowledge, and (3) community building. The findings suggest that California teacher education programs valued and incorporated conceptual and practical tools for social justice to meet the needs of diverse student populations while complying with the Commission on Teacher Credentialing (CTC) guidelines. There, however, may be ambiguity in the teacher education programs for social justice and transformation, resulting from a lack of transparency, faculty disconnect or isolation, and time/resource constraints. Additional research on the efficacy of coursework for social justice teaching and learning needs to be explored. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]