The topic of social justice is not new to dialogue and research within disciplines that serve children, such as education and psychology. The commitment to social justice within the fields of education and psychology is evidenced by the attention that their organizations--the American Educational Research Association (AERA) and the American Psychological Association (APA)--pay social justice via mission statements and guidelines. However, the field at large only recently addressed social justice in a more formal and explicit way. One of the first steps that school psychology took was the formation of a social justice interest group within the National Association of School Psychologists (NASP) in 2007. When the NASP Social Justice Interest Group was formed, there was a dearth of literature in the field of school psychology that directly mentioned social justice. Since then, members of this interest group, among others, have addressed social justice in the field of school psychology in a wide variety of ways. In addition, the social justice interest group recently conducted a national survey of NASP members' strategies for defining and applying social justice in school psychology and has organized to provide input on the pending 2010 NASP Standards. Along with this activity, the literature related to topics of social justice in the field of school psychology has exploded. Thus, 2 years after the formation of the NASP Social Justice Interest Group and with 16 articles, one book chapter, and three theme journal issues directly addressing the topic in the field, where are school psychologists in their understanding of social justice as it relates to school psychology? Why are they discussing the relationship between social justice and school psychology? And, what does it mean? The author discusses these questions.