Having students read news articles or novels, watch television snippets, engage in class discussions, essay-writing, emailing, and drafting letters are excellent ways to broach any number of society's systemic and oppressive social maladies. Engaging in these activities in the English language arts classroom can serve as a catalyst to encourage students to advocate for change. Script-writing offers another approach for English language arts teachers to engage students in social justice-oriented teaching and learning. Scriptwriting also has the potential to coalesce the many skills English teachers seek to develop in their students, including critical thinking, problem solving, drafting, editing, revising, and publishing. The use of drama in the classroom, particularly script-writing, and perhaps the incorporation of some acting, are creative and nuanced approaches to identifying social issues and working toward solutions and action. In this article, Stephen Flemming explores why social justice-oriented teaching is critical for today's classrooms, how script-writing lends itself to the exploration of issues centered on social justice, and how he planned the details of a social justice script-writing project. Flemming also reflects on areas of the project that could be improved or enhanced.