This article conveys the results of a research study that interpreted the images taken by teachers and teacher candidates of social injustices in their university communities. In this article, the authors describe results of a project that required students to use their cell phones to take two pictures of social injustices. One image was to depict injustices on their campus, and the other image presented injustices in the community. The assignment also required students to provide descriptions of the images and their representations of social injustices. These images and descriptors inform about the social lenses through which students view the educational environments and surrounding communities. The analysis revealed the emergence of three major themes with regard to social injustice at the university and in the surrounding communities: (1) injustices that prevented resource access to those with disabilities; (2) injustices that controlled access to resources based on gender stereotyping; and (3) injustices that provided access to resources based on special interest and economic privilege. Results of this study are not generalizable to teacher education in general or even to student populations at the participating institutions. Nevertheless, findings based on analysis in the current study indicate participants from the two institutions were able to legally define social injustices; however, they ignored, resisted, or did not recognize injustices that relate to more common practices involving gender, race, and class.