Extracurricular programs are essential components of public schools. Although these programs are traditionally associated with secondary schools, many elementary schools now run extracurricular programs for their students. Research has shown participation in extracurricular opportunities is correlated with academic achievement (Cooper et al., 1999; Keenan, 2010; Marsh, 1992; Meier et al., 2017). In addition, participation in extracurricular programs helps students to find their passions and interests and is correlated to an increase in social capital for the student and the school (Bradley & Conway, 2016; Bailey & Penhune, 2013; Gilman et al., 2004; Keenan, 2010). Research has also shown there is an opportunity gap in participation in these programs when comparing poor students to middle- and upper-class students (Bennett et al., 2012; Snellman et al., 2015). This study identified strategies school leaders use while working toward decreasing the opportunity gap for historically marginalized groups of students when it comes to participation in extracurricular programs. Using a theoretical lens of social justice leadership and conducting interviews with elementary school leaders, this study examined barriers to participation, strategies leaders use to overcome these barriers, and leaders' perceived benefits of participation for their students. The purpose of this qualitative study was to better understand how leadership at the elementary school level supports social justice by increasing access to these important programs for all students. [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.]