Widely appealing, the phrase "teaching for social justice" masks contested definitions, which, if left unaddressed, can undermine efforts to translate concern for social justice into practice. Yet there is little research recording and analyzing what teachers are actually saying and doing when teaching for social justice. The study described in this article--interviews with 20 veteran high school English and social studies teachers committed to teaching for social justice--aims to begin filling this gap. We analyze the diverse ways that the veterans defined social justice and discuss the possibilities and challenges they encountered.