This study explored how elementary teachers identified and adapted their personal experiences, or lack of them, to address social issues that students face in classrooms. The study involved six elementary school teachers. Using ethics of care and justice theories, the findings show that teachers use their own experiences to help them make decisions about social issues for students and to engage in practices that center care and justice for young learners. However, not all teachers react the same way to these issues. Some are resistant to addressing social issues facing young learners in their classrooms, while others are more open to taking responsibility for addressing such issues. If a teacher has not experienced social issues themselves or has not learned about social issues from others, it is harder to understand teachers' intention to extend practices focusing on care and justice to their students. Representing these dimensions are themes (1) resonance and in/experience of the margin, (2) evoking interest group pedagogy, and (3) fostering empathy as a curriculum of care. Implications are discussed in light of deploying in/experience and pedagogy centered on social justice, care, and needs in elementary education.