Are the resources teachers create, select, and use to promote social justice reproducing and reinforcing forms of oppression? Why do teachers pursue social justice through curriculum writing? What are their hopes for this work? This qualitative research study explores how teachers who write social justice-focused curriculum conceptualize curriculum and social justice. Teachers share personal stories to demonstrate how curriculum used in schools reflects underlying assumptions and choices about whose or what knowledge is valued. Scenarios presented shed light on how class-based, cultural, racial, and religious stereotypes are reinforced in schooling and work contexts. The teachers’ collective efforts in reconceptualising curriculum provide viable ways to connect to our past experiences, consider the present needs of students, and work towards a more equitable future. Teachers present examples that demonstrate tensions, contradictions, and complications associated with writing and implementing social justice-focused curriculum. The author shares aspects of her story and theorizes her experiences. Ethical issues in qualitative study are discussed.