This study examines principals' understanding and implementation of social justice (SJ) in the Arab education system in Israel. Qualitative research employed observations and fourteen semi-structured interviews with school principals to clarify their perceptions of SJ at school, activities to promote SJ, and leadership characteristics advancing SJ. Findings indicate that unequal allocation of resources delays SJ in Arab schools. Principals' perceptions and action patterns influence promotion of SJ in schools and availability of accessibility tools (i.e., language and culture) for students. This study can inform principals' views on SJ, reinforcing efforts to establish SJ in schools. Further policy and leadership development conclusions are discussed.