The purpose of this study was to conceptualize a social justice leadership framework that identifies essential urban teacher qualities. This framework serves to benefit education leaders seeking teachers best suited for urban schools and urban educators seeking to improve their praxis. The study used a critical approach to analyze data collected from semi-structured interviews with 15 district and school leaders from one large, northeastern, urban district. While administrators all searched for teachers with strong content knowledge, they also sought teachers who possessed qualities for what the authors interpret as the 3 C's: (a) cultural competency, including cultural awareness, experience, and understanding; (b) communication skills bridging urban teaching and learning; and (c) commitment to serve students and the community. The implications from the 3 C's framework can serve to remind policymakers and practitioners of the teacher qualities needed to provide children in urban communities with a just and equitable education.