Social justice has become a common goal in school psychology, including in practice guidelines. However, there is a paucity of research reflecting a representative sample of US practitioners providing input on key social justice competency areas and how frequently they employ these competencies. Utilizing a national sample of 145 practitioners, this study addresses this gap. Framed around the National Association of School Psychologists' Practice Model, respondents indicated a wide range of competency areas as important to the role of school psychologist, as well as widespread efforts to utilize these strategies, particularly actions that were more individualistic and under their direct control. Implications for practice and future research are provided.