Despite a commitment to creating socially just schools, gaps and inequities continue to persist in public schools in the United States. While the literature lacks commonly held definitions for both social justice leadership and teaching, it is rich with examples of educators who are striving to make public schools socially just. However, within these examples, principals and teachers frequently identify each other as barriers to their social justice work, and there is little research on how school leaders collaborate with teachers to instill changes in their schools. Additionally, the majority of these studies have been conducted in urban settings where student diversity and socioeconomic needs are high. To address this literature gap, this study will explored the ways in which principals collaborate with teachers to lead for social justice in predominately white, affluent school districts. Using a collective case study approach, the researcher used qualitative methods of interviewing, field notes, and the collection of documents and audiovisual materials as data for the study. Two secondary public school principals and their teachers working in predominately white, affluent districts comprised the cases for the study. This study found five leadership moves principals take to collaborate with teachers to lead for social justice in predominately white, affluent school districts: 1) communicate their vision for social justice, 2) leverage data to address inequitable practices, 3) commit to hiring social justice minded teachers and growing their teachers, 4) provide the resources teachers need to advance social justice, 5) serve as a liaison, and sometimes a buffer, between external factors and the building to support social justice efforts. Ultimately, the findings provide both school administrators and researchers with important information to guide better collaboration between principals and their teachers when creating socially just schools.