<p>The purpose of this study was to examine the mathematical potential (MP) of social justice-oriented activities implemented in middle school mathematics classes. The research was designed as a case study. A total of seven implementations were analyzed, each drawn from one of four distinct, social justice-oriented mathematical activities designed and implemented by four mathematics teachers. Data were collected through classroom observations, students' artifacts, meetings, and brief interviews with the implementing teachers. Within the scope of the study, the MP scores of the activities were determined. Subsequently, the role of social justice in the emergence of these scores was examined. The findings indicate that social justice-oriented activities have high MP, with social justice contributing to this outcome. The results suggest that social justice positively influences the complexity and depth scores of the activities. Findings also suggest that social justice can enhance MP by, allowing sense-making, unveiling mathematics, and ensuring linkage. However, some risks were identified within the scope of mathematical focus in these activities. Based on the results and limitations of the research, it is recommended that experimental studies be conducted in this field and that social justice-oriented activities be included in instructional materials and practice.</p>