Although teaching for social justice is a widely recognized goal of many teacher education programs, there are few supports for new teachers who wish to continue this kind of practice. In this article, I discuss the ways that a group of four new teachers found flexible support for developing a vision of teaching for social justice through participation in a teacher professional development network. In a context of political upheaval and wide-sweeping reforms, the new teachers planned and executed an event that celebrated the capabilities and talents of all children. Although this event had roots in the traditions of the professional development network, the new teachers brought certain generational specific concerns to their vision of social justice teaching, particularly around questions of action and audience. Exploring the ways that new teachers are supported to teach for social justice has implications for teacher education programs, teacher retention efforts, and professional development. (Contains 1 table.)