This study examines early childhood preservice teachers' experiences using diverse picture books to create social justice mathematics lesson plans referencing the Learning for Justice (2022) Social Justice Standards. Data analysis of lesson plans and reflective responses indicated that most preservice teachers designed segmented lessons siloing social justice standards, mathematical concepts, and literature selections. They also selected literature and social justice mathematics lessons connecting Identity and Diversity standards more than Justice and Action standards, thereby exhibiting varied preferences and understandings toward specific targeted goals when planning lessons to develop justice-oriented critical consciousness in mathematics settings. Recommendations note explicit opportunities for preservice teachers to engage with diverse picture books and social justice mathematics lesson plans referencing each domain to develop their professional practice.