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In this study, the authors examined primary school teacher candidates’ ability to use their existing pedagogical and mathematical knowledge to incorporate social justice into the content of mathematics lessons. The findings revealed that Grades 1-6 elementary Teacher candidates had foremost trouble articulating their understandings of social justice, its role in mathematics education, and its meaning in mathematics classrooms. They were unable to provide explicit and relevant examples of social justice teaching in the context of mathematics classroom, nor were they able to incorporate social justice into the mathematics lesson.