" Social justice" is a commonly used term in teacher education and in educational research, but little is known about the frequency with which schools of education explicitly articulate social justice as a component of teacher education. This study documented the incidence of the term" social justice" in 520 conceptual frameworks written by teacher education institutions in the United States as part of an accreditation process. Both statistical and content analysis procedures were utilized. Results suggest that teacher education programs accredited by the National Council for Accreditation of Teacher Education have not widely included social justice as a major or minor component of their conceptual frameworks.(Contains 4 tables.)