Drawing on evidence from research that adopted a qualitative case study design and used grounded theory methods of data analysis, this paper explores social justice as a powerful influence on how four selected high school principals in Jamaica defined, interpreted, and enacted school leadership in their individual school contexts. It discusses the main components that characterized the principals' social justice perspective: a caring disposition; an emphasis on building social capital; a belief in students' capacities to succeed; and a focus on reducing inequities. The paper argues that these principals understood the educational accountability agenda as serving the interests of social justice.