Recent global social unrest--anti-Asian violence in particular--was a wake-up call compelling Chinese language teachers to not only reflect on their emotions but also actively incorporate social justice in their curriculum and instruction. Yet, research on social justice in Chinese language classrooms is scarce. Building on recent work on teacher agency, this study investigated 10 Chinese language teachers, originally from mainland China and Taiwan, about their understandings and practices of social justice in their teaching. Findings identified 3 major dimensions that influenced their understandings and practices--namely, community, curriculum, and, more importantly, culture. (Re)shaping their understandings and adapting pedagogical skills were ongoing processes through which the teachers experienced complex feelings, support, and challenges; nonetheless, they drew on their agency to embed social justice in their teaching, manifested through (a) centering social justice topics in curriculum and instruction, and (b) creating a justice-oriented environment. This study explored social justice in the landscape of Chinese language education and provides implications for teaching and teacher education.