Drawing on theories of "radical pragmatism," this article situates the experiences and reflections of four teacher leaders at a K-12 public school to develop aspects of teacher leadership acts that are rooted in a social justice disposition. This article marries frequently established ideas and acts of teacher leadership with social justice education. By doing so, we argue that teacher leadership is neither neutral nor apolitical; teacher leadership, like teaching itself, either works to challenge inequities in schools or replicate them. Collectively, these portraits demonstrate how the theoretical aspects of social justice education are realized in the daily realities of teacher leaders.