While proving, and more broadly conceived "reasoning and sense-making," have received a great deal of attention in mathematics education research over the past three decades, recently scholars have argued for the importance of justification as a learning and teaching practice. As teachers work toward realizing goals for more equitable classroom environments, little is known about whether teachers' conceptions about mathematical practices, such as justification, reflect an understanding of how students' engagement in those practices can support more than just mathematical achievement. In this paper, we present findings from our analysis of interviews with 10 secondary mathematics teachers engaged in participatory action research to explore connections, and potential disconnections, between teachers' conceptions of justification and their visions for equitable instruction. [For the complete proceedings, see ED657822.]