This article draws from the first phase of a larger, qualitative and developmental study with educational leaders (n=50), as well as nearly three decades of research and teaching, to explore how constructive-developmental theory offers new insights about enacting and supporting social justice leadership in our schools and districts. Specifically, we argue that developing deeper understanding of leaders' developmental diversity can help expand and support social justice leadership throughout the educational system. Findings suggest that educational leaders' qualitatively different developmental orientations (i.e., ways of knowing or making sense of the world) influence their thinking about, and practice of, school leadership for social justice. The article describes the overarching orientations of--and effective developmental supports for--educational leaders who make meaning with four different ways of knowing.