The present study employs qualitative content analysis to investigate perceptions of classroom justice within the specific multicultural dynamics of teacher-student interactions. Semi-structured interviews were conducted with fourteen parent-youth pairs of Belgian-Moroccan background, revealing that the three key dimensions of the classroom justice model--distributive, procedural and interactional justice--offer a useful framework for understanding ethnic-cultural minority students' perceptions of injustice. Beyond these dimensions, the analysis uncovered overarching patterns, including the interpretation of perceived classroom injustice in collective terms and the importance of educational tracking in the development of these perceptions. By illuminating the role of justice in terms of underlying attributions, particularly discriminatory intent, the present study extends the classroom justice model and provides valuable insights into how justice perceptions contribute to ethnic-cultural minority students' vulnerable position within the educational system.