["TESOL Quarterly, EarlyView. ", "\nAbstract\nThis study focuses on 17 in‐service language teachers who graduated from a social justice‐oriented MA program in Teaching Languages to Speakers of Other Languages (TESOL) and Teaching Foreign Languages (TFL) at a US higher education institution. Drawing on multiple data sources that connect participants' pre‐service and in‐service experiences, the study provides a longitudinal perspective on how they enacted social justice language education (SJLE) at least 1 year after completing their program. Findings show that participants' understandings of social justice were largely grounded in identity politics, and their social justice pedagogies primarily focused on diversity and inclusion. Their inclusive practices involved recognizing and affirming learners' identities, promoting awareness of cultural and identity‐based differences, and modeling inclusive language use. However, engagement with the politics of redistribution and broader forms of social responsibility—including community involvement, activism, and addressing systemic inequities—was limited. These findings underline the risks of overemphasizing identity‐based inclusion in teacher education programs while overlooking the deeper roots of injustice embedded in capitalism, colonialism, and related systems of power. This paper, overall, argues that the transformative potential of SJLE depends on building critical, community‐based and activist networks that support teachers in moving beyond classroom‐level inclusion toward addressing the systemic conditions that reproduce inequality within and beyond schools.\n"]