Over the last few decades, the United States of America (USA) has experienced an increase in the number of K-12 students due to increasing waves of immigrants and the high birth rate of immigrant families. Most of today's K-12 classes reflect a diversity of non-English speaking (NES) students whose English proficiency challenges their academic performance and hinders their access to academic instruction. From its enactment in 1968 to the No Child Left Behind Act of 2001, the Bilingual Education Act (BEA) has served as a legal frame to help school districts facilitate equal access to education for those students. Besides the BEA, numerous studies have reported the necessity of promoting and embracing diversity as well as practicing social justice in education. However, few studies have reported on ways preservice bilingual teacher programs are preparing teacher candidates for social justice. This research study explored the ways social justice is included in four South Texas bilingual teacher education programs. These programs are in areas extending from Austin, Texas to the border with Mexico (the area lying from Austin to Rio Grande (RGV)). This study focused on bilingual teacher educators' perspectives, as well as the perspectives of preservice teachers enrolled in those programs. The researcher used a simultaneous qualitative mixed method design based principally on a complete narrative strategy with supplementary data collection strategies. Data were collected from interviews in four bilingual teacher preparation programs and from descriptive syllabi of the degree plan course core. The sampling included seven (7) teacher educators and thirteen (13) junior and senior bilingual teacher candidates. Supplementary data came from documental analysis of course syllabi. Data analysis was performed using Ginsburg's narrative approach. Alongside this approach, there was a special focus on source triangulation technique aimed at finding consistency between the course syllabi description, teacher educators and teacher candidates' stories and experiences on social justice. Findings showed coherence and incoherence between participants' beliefs and practice of social justice education. Findings suggested divergences and similarities in the four research sites in terms of preparing bilingual teacher candidates for social justice education. Finally, the researcher drew implications, and made recommendations for bilingual teacher education programs and further research orientation. [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.]