In this paper, we recognize power as violence in K-12 US schooling. We argue that given the often-difficult realities of school and society, educators must reframe how they understand power and consequently violence if they hope to fulfill the promise of a just education. In examining power, we find violence in institutions, curriculum, policy, and metaphysics is used to enforce race, class, and other distinctions. We conclude that consciousness of power and violence inherent to many normalized educational experiences, and a commitment to self and social transformation are foundational to educating for justice.