In the context of high-stakes accountability, education-related policy efforts have aimed to address the improvement of persistently low-achieving (PLA) schools via turnaround reform strategies. Such strategies provide opportunities for educational leaders to influence the process; however, limited research examining the role of the assistant principal (AP) exists. This study explored the role of social justice identities of 12 APs in schools labeled as PLA in an urban, Midwestern city. Despite the policy pressures associated with turnaround reform strategies, APs leveraged their social justice identities to create innovative changes in culture and practice within schools. Although all APs perceived themselves as an ally, the extent of the orientation, and whether it leads toward emancipatory education, remains a question.