This study examined the social justice teaching beliefs and practices of three novice teachers from the perspectives of complexity theory. A qualitative multi-case study methodology was used to collect data that included interviews, classroom observations, and simulated recalls. The findings describe the lived experiences of the participants including various contradictions within their explicit professed beliefs, implicit or inferred beliefs, and actual practices within their specific teaching contexts. The discussion notes that contradictions novice teachers encounter while working in "paradoxical in-between circumstances" are inherent and important features of social justice teaching. The discussion concludes with some policy implications for the professional development of prospective and novice teachers.