Throughout education history, inequities have evolved in our public schools. History has attested to numerous injustices, such as segregation, unequal funding, undifferentiated teaching of English learners, within our school systems. The rise of a pandemic revealed how layered and problematic these injustices were entrenched in our public school system. The purpose of this study explored how social justice orientations influenced the teaching practices of educators in Texas school districts during COVID 19. Utilizing an inductive approach, this qualitative study centered on the accounts and experiences of 25 elementary and secondary teachers from three different Title I school districts in southwest Texas. Findings from this study revealed how the participants' leadership preparation helped them address equity issues with bilingual students, serve students with special needs, and build relationships in the middle of a pandemic.