While the scope of research on leadership for social justice has increased dramatically since my historical review of justice (Oplatka, The place of “social justice” in the field of educational administration: an historical overview of emergent area of study. In: Bogotch I, Shields C (eds) International handbook of social [in]justice and educational leadership. Springer Publishing, Dordrecht, pp. 15–35, 2013) in the field of educational leadership, it paid little attention to emotion, although leadership is an emotional practice involving intensive emotional interactions that are publicly displayed. In this chapter, then, I probe into the place of emotions in leadership for social justice and revisit dominant constructions of educational leadership for social justice from the theoretical standpoint of “emotion regulation.” I argue that leaders for social justice have to display certain emotions that reflect justice, suppress certain emotions that might promote injustice, and refrain as much as possible from falsifying their authentic emotions due to their moral commitment to equity, equality, and. My ponderings are supported by previous research on leadership for social justice and on emotion in organizations and in educational leadership. Among the positive emotions, educational leaders for social justice should considering expressing empathy, compassion, pain, and sorrow. The suppression of negative emotions such as anger and frustration is not straightforward and needs careful consideration. Some empirical and practical conclusions are suggested at the end of the chapter.