A review of the current research literature demonstrates that teaching for social justice has been accepted by the research community as best practice for students, especially diverse students from traditionally marginalized populations and communities. However, best practices do no practical good if they are not implemented into real classroom teaching. Teachers must have access to theoretically-sound, research-based, instructional practices in order for classroom implementation to occur. This paper seeks to answer whether these theories and practices which support social justice education are being circulated in practitioner oriented journals, where they are highly accessible to classroom teachers. We conducted a systematic literature review of 12 top practitioner journals across content areas. We found 68 articles focused on social justice education. Our findings indicate that the social justice articles being published in practitioner journals include some strategies to incorporate into teaching practices; however, many recommendations only support superficial social justice education elements rather than truly addressing inequities in schools and society by fully delving into all tenets of teaching for social justice.