This qualitative study intends to highlight social injustices that appear of the greatest concern to school leaders. Semi-structured interviews were used to glean data on principals' work contexts, their perceptions of social in/justices, and relevant anecdotes, stories, and examples. Twenty-one elementary and secondary school principals were interviewed in the Greater Toronto Area. The discussion of the salient issues as identified by principals entails presenting various forms of injustices, and explaining how each relates, overlaps, and interacts to affect students' lives. Essentially, it prompts us to rethink oppression and injustice in schools and the actions required in response.