Classroom justice, as conceived through the fairness perceptions of individuals within the instructional context, is rooted in the organizational justice theory. The theoretical foundation of classroom justice from the social psychological perspective was comprehensively depicted in Chap. 2 . Accordingly, this chapter focuses on explaining the conceptual link as well as distinctions between classroom justice and classroom fairness, and how classroom justice and injustice are specifically defined in L2 education. Furthermore, the chapter delineates the dimensions (i.e., distributive, procedural, and interactional) and principles constituting the core elements of classroom justice and the domains (i.e., teaching, learning, assessment, and interactions) within which the teacher might enact or impinge justice in the classroom. The theoretical framework discussed in the chapter suggests implications for teacher educators, educational policymakers, and potentially other educational stakeholders.