Rather than treated as a discreet task or as an overarching orientation, leadership for social justice is more appropriately situated within a comprehensive theory of school administration, such as Starratt's (2003) model of leadership as cultivating meaning, responsibility, and community. Starratt's general model of educational leadership contextualizes social justice leadership practices in a broader context. The purpose of this article is to apply Starratt's model as an analytical lens to examine the practices of school leaders in schools that are focused on promoting social justice by reducing barriers to traditionally marginalized students. The multicase study reported here provides empirical evidence illustrating the strengths and limitations of this model as an analytic lens through which such leadership practices can be critiqued and improved.