Abstract This study employed a cohort-sequential design with four cohorts over 3years to investigate school psychology graduate trainees' (n=37) understanding of social justice. Using consensual qualitative research methods, participants' perspectives on social justice writ large, social justice as it applies to school psychology, and effective aspects of social justice training in their graduate training program were collected through semi-structured focus group interviews. Field-based training though service-learning in diverse communities provided trainees with exposure to experiences that were viewed as instrumental in their understanding of social justice in general and as it applies to school psychology. Trainees described aspects of the training program that were viewed as conducive to educating school psychologists as agents of social justice. Based on findings from the study, a descriptive model of school psychology training for social justice is proposed.