The purpose of the current content analysis was to build upon previous empirical research both within school psychology and in other subdisciplines of psychology to refine the operationalized definition of social justice within school psychology research. Operationalizing the definition and substantiating it within the empirical literature is a critical next step for moving the discussion within the field of school psychology from the abstract to the concrete and measurable. We analyzed the research in school psychology to identify how much of the applied literature in school psychology journals between 2010 and 2013 had a social justice focus, what components of social justice were addressed, how they aligned with an established social justice framework from the literature, and what sociodemographic groups were represented. Of the 1,190 school psychology articles reviewed, 13% reported on applied research that included a focus on at least one component of our social justice definition. The majority of studies were conducted using elementary school-aged, English-speaking, White, and typically developing children as participants. Implications and future directions for school psychology research, practice, and training are discussed.