This ethnographic case study explores the nature of social justice at an historically Black college and university (HBCU) from the perspective of a physical education teacher education--a discipline within a context rarely explored in depth. Throughout this study, I maintain that a careful analysis of social justice must consider the culture and mission of the institution for which it exists. Interviews, participant observations, artifact analysis, and video cued methods revealed that social justice was not just about the preparation of physical education teacher candidates as teachers, but also attending to their developmental needs as college students. The major theme of "The Gap" provided context for how teacher educators prepared teacher candidates in the midst of tensions existing among students, the university, and faculty.