Mirroring national dialogue in the United States, intersectionality is gaining traction in school psychology practice and research. In fact, work (e.g., National Association of School Psychologists [NASP], 2017b; Proctor, Kyle, Fefer, & Lau, 2018) in the school psychology literature and research is influencing the way other education related fields conceptualize the use of intersectionality in their preservice training, particularly efforts to promote social justice for students with disabilities (see Miles & Monaco, 2019). Recently, NASP adopted social justice as one of its five strategic goals (NASP, 2017a). As school psychologists across settings engage in the important work of both understanding what social justice means to their practice and research (see Malone & Proctor, 2019; Parris, Proctor, et al., 2019) and facilitating social justice for populations who are marginalized (see Proctor, Guttman-Lapin, & KendrickDunn, 2019), a keen knowledge of the relationship between social justice and intersectionality is warranted. Thus, the main aims of this article are to spotlight intersectionality as a tool for social justice, explain how intersectionality has been misunderstood and misappropriated in popular culture and some corners of academia, and offer ways in which intersectionality can support social justice efforts in school psychology training and research.