Given the inequities present within schools today and NCATE’s (2010) Blue Ribbon report, this article strongly advocates for using clinical experiences to help support the development of teacher candidates who are culturally responsive, equity-minded and committed to creating a more socially just education system. Specifically, this article provides a model for how a social justice lens can be brought to the process of field supervision. In addition vignettes are provided to illustrate how clinical experiences can become potential tools to foster teacher professional learning in creating just and equitable school contexts.