This study used the Teaching for Social Justice Observation Scale (TSJOS) of the Reformed Teaching Observation Protocol-Plus (RTOP+) to examine the extent to which twenty-two novice elementary teachers implemented practices related to teaching for social justice in their mathematics instruction. In addition, this study sought to examine the extent to which practices related to teaching for social justice were related to pupil learning outcomes, as measured by end-of-unit district-based assessments. We found that, on average, the participants in this study implemented a moderate amount of teaching practices related to teaching for social justice. Furthermore, after correlating the teaching practices with pupil outcomes, we found a significant, positive relationship between teaching for social justice and pupil outcomes (r = 0.44, p less than 0.05). We discuss implications of these findings and recommend further use of the TSJOS. (Contains 1 table, 1 figure and 4 footnotes.)