This qualitative analysis of experiential reflections in two English methods courses considers the ways that perceptions of literacy can shape understandings of social justice and social justice pedagogy. Although social justice is an essential component of English teacher education, scholars are still attempting to transcend theoretical discussions into field experiences. Following a semester of justice-oriented readings and reflexive activities involving practicum placements including a community-engagement project in local schools, teacher candidates responded to open-ended questions related to literacy and social justice on post-course questionnaires. An ideological approach to literacy comprised of literacy events occurring in social contexts frames the research design and interpretations of participants' responses. Findings illustrate respondents' perceptions on a continuum between literacy as fixed and amenable to change. Although their understandings of social justice indicate a preference for embracing differences in students' literacy practices and cultural backgrounds, transferring social justice pedagogy from theory to practice remains a significant challenge. These results hold implications for teacher education program stakeholders whose experiences can help actionize social justice in classrooms.