This qualitative case study aims to explore the ways in which communities of practice support teacher learning, decision-making, and the purposeful infusion of social justice topics that are important to children within project work. The authors draw from transformative learning theory and critical pedagogy to guide their work in supporting early childhood education teachers in how social justice issues are connected to diversity, equity, advocacy, and liberation. The preliminary findings indicate the ways the communities of practice provided a safe space for the teachers to support one another regarding tensions of practice, and a space to center the knowledge and truth of children when integrating social justice topics in project work.