Institutionalized oppression exists in the public education system and negatively impacts traditionally marginalized students. Public schools, including public schools in suburban areas, are becoming increasingly diverse. Social justice leadership can be a means to address the negative impact of institutionalized oppression in our public schools. Much of the existing research on social justice leadership has been conducted in diverse urban settings, and less is known about how social justice leadership is practiced by principals serving predominantly white, suburban public schools. This qualitative study utilized a narrative methodology to provide insight into how principals of predominantly white, suburban public schools describe their experiences as social justice leaders and their relationship to dismantling institutional oppression in their schools. Seven public school principals working in suburban schools where less than 30% of students identified as non-white shared their experiences leading for social justice. After an episodic interview, a narrative report of each participant's experiences was co-created. Interview transcripts were analyzed. Five themes emerged from the data. Principals leading for social justice in predominantly white, suburban schools do not accomplish the work alone; they experience resistance; they are strategic; they engage in and provide professional learning around equity issues; and they center their work around students. Additionally, the findings suggest that social leadership has three developmental stages that individuals experience and are impacted by the context of the school, district, and community. [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.]