The purpose of this qualitative, descriptive study was to explore how African American principals describe how they establish personal, interpersonal, communal, systemic, and ecological practices for social justice in schools in the southeastern region of the United States. Furman's social justice leadership as praxis model, centers on three concepts: a) leadership involves both reflection and action, b) social justice leadership spans several dimensions, and c) we must develop the capacities of social justice leadership for reflection and action across all dimensions, underpinned and guided the research questions of this study. Five research questions guided this study: how African American principals describe how they establish (1) personal (2) interpersonal (3) communal (4) systemic and (5) ecological conditions. The study purposively selected K-12 African American principals in the southeastern region of the United States. The data for exploring the research questions were from two primary sources, semi-structured interviews and a descriptive information questionnaire structured as Likert-like scales of 6-points (1 as agree to 6 as strongly agree). Braun and Clarke's 6-phase thematic analysis allowed the analysis of semi-structured interview data into a word or phrase to symbolize passages of data. The researcher developed words or phrases to symbolize passages into themes. To analyze the data from the questionnaires, using Evidence-based questionnaire Monkey, the researcher analyzed closed-ended data using descriptive statistics examining how socially just leadership determines how school principals enact social justice principles in their work. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]