Social justice leadership that attends not only to equity of access and opportunity for marginalized students, but also to critical consciousness for all students has been largely ignored in empirical research in high-performing, high socioeconomic suburban elementary schools. To address this research gap, this qualitative study utilized a phenomenological approach to capture the lived experiences of eight suburban elementary school principals to describe the meaning, practices, and challenges of social justice leadership in their schools, specifically as it relates to deepening awareness and agency of students belonging to majority groups. Interviews gave voice to these principals and focus group structures provided for a praxis experience, aligned with the study's transformative paradigm. Grounded in critical theory and transformative leadership theory, the study's conceptual framework integrated spheres of leadership with a care-critique continuum as a lens for examining social justice leadership. Themes noted that the meaning of social justice leadership continues to be a "work in progress" for the principals, that practices are undertaken with caution and questions, and that the sociocultural context presents challenges and a call for more systemic support. Implications of this study include that a lens of critique, not merely care, is necessary, but not sufficient for principals; there is also a need for systemic vision, action, support, and dialogue when undertaking shifts in mindset and actions from care to critique in social justice leadership. In addition, principals must expand their own leadership skills, understandings, and dispositions beyond school-based practices to systemic and ecological spheres of leadership to be transformative. The study positions social justice leadership with a goal of awareness, agency, and action as relevant not only in urban schools, but also in suburban schools. This can enhance research in the field and inform and deepen professional learning and preparation programs for educational leaders. [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.]