Social justice is a key value of social care. Yet, research on social justice in the context of related higher education is limited. This study uses qualitative interviews to focus on undergraduate social care students' (N = 19) approaches to social justice at the outset of their studies at Metropolia University of Applied Sciences in Finland, utilizing Bell's (2007) social justice framework. Please see Bell (2007) “Theoretical Foundations for Social Justice Education.” In Teaching for Diversity and Social Justice, 2nd ed., (...) edited by M. Adams, L. A. Bell, and P. Griffin, 1–14. New York: Routledge. Bell's (2007) framework includes social political and value elements as well as moral considerations on individuals' social and civic agency. As a result, most of the students indicated that they valued equality. Just over half of them stated that they are engaged in extra-curricular voluntary community service, mainly because it 'felt good'. Some of them exhibited political awareness, discussing voting and fair distribution of resources, but otherwise, few links between social justice and broader societal issues were made. Also, they seldomly addressed the broader community impact of their voluntary extracurricular community service, suggesting they might not yet fully comprehend their roles as purposeful social and civic change agents. The implications of this study are discussed in reference to developing these students' social justice-related knowledge, skills, values and agency. (shrink)