This research sought to examine the various types of social justice knowledge that 10 practicing teachers possessed and how this knowledge can be categorized and further nuanced. Drawing from the theoretical framework of social justice pedagogical and content knowledge, researchers inductively and deductively coded a corpus of interviews to analyze participants' understandings of discourse, theory, history, and agency. Findings include the prevalence of an awareness of social inequity, a viewpoint that knowledge is socially constructed, an avowal of the existence of counternarratives to oppose dominant viewpoints, and a propensity for critical reflection. Knowledge of discourses, particularly in reference to both language and action, were less present in the data, while references to social responsibility were infrequent. Implications include more attention to the social justice knowledge base in teacher education, including the aspects of collective action and the common good.