Despite being ubiquitous in education discourses, the concept of social justice and what it is that teachers can do in the name of teaching for, and about social justice remain a conundrum. If social justice is meant to be a key aim of education, understandings of this concept is critical as it will inevitably inform the pedagogical work of teachers. This presentation draws on data from an ongoing international collaborative study that explores teaching for social justice in the subject of Health and Physical Education (HPE). In this presentation, we report on HPE teachers’ perceptions of social justice and social justice pedagogies. Participants were HPE teachers from New Zealand and Sweden, two countries where social justice is an espoused orientation of national health and Physical Education curricula. Participants were selected through purposive sampling (Denzin & Lincoln, 2000), with a requirement to be fully registered secondary school HPE teachers with at least three years teaching experience, who were interested in sharing their perspectives on social justice.  Data were collected though individual semi structured online interviews and face to face focus groups. All interviews were conducted in English or translated into English. Data were analysed through a six-phase thematic analysis approach (Braun & Clarke, 2013) that drew on principles of critical pedagogy (Tinning, 2016) and social justice pedagogies (Gerdin et al., 2021). Although the participant teachers were not able to articulate a clear understanding of social justice, they provide insights into how issues of inclusion and equity can/are addressed in everyday HPE practice. In this presentation we report three themes. The first theme, ‘Social justice – good question,’ highlights that HPE teachers are not only unclear of the meaning of social justice, but it is language that is rarely used; replaced instead with a focus on inclusion, equity and culturally responsiveness. The second theme ‘ Disposition over curriculum’ suggests that the main driver of teaching for social justice is based on one’s own values and beliefs rather than a curricular imperative. The final theme, ‘Acting on difference’ conveys how teachers endeavour to teach for equity in their classrooms. We conclude this paper by discussing the implications of these findings for both physical education teacher education and Inservice teacher education.