Science education can play a part in helping to create a more socially just world. However, the role of initial teacher educators in this has been under-researched. In this study we undertook 1:1 interviews with twelve secondary science initial teacher educators to investigate their views about: (a) the role of school science in contributing to social justice; (b) how biology education might contribute; (c) how biology education might contribute specifically to teaching issues to do with social justice and gender. Interviews were recorded, transcribed and analysed using inductive thematic analysis within a theoretical framework that combined the aims of science education and the potential for school science education to promote social justice. The large majority of interviewees were positive both about the importance of social justice issues in science and the potential for these to be addressed in school biology, including in relation to gender issues. While many of the interviewees were passionate about these issues, and had many specific suggestions for how biology education in initial teacher education might help prepare the next generation of secondary biology teachers better address issues to do with social justice in their teaching, there was almost no theorisation about these issues.