Researching classroom justice has only very recently attracted the attention of L2 researchers. In contrast, its study in non-L2 educational domains has been ongoing since the 1980s. To facilitate L2 researchers’ familiarity with and willingness to pursue research on classroom justice, this chapter was dedicated to a theme-based review of the empirical literature on the concept. As a result of a thorough search of the literature and application of specific exclusion and inclusion criteria, 197 articles were selected for review. The following were the dominant research trends identified from the analysis of past studies: (1) explorations of the perceptions, conceptions, experiences, and practices related to classroom (in)justice; (2) investigations into the correlates, antecedents, and drivers of students’ perceptions and experiences of classroom (in)justice; (3) explorations of the drivers and antecedents of teachers’ practices and conceptions of classroom (in)justice; (4) examinations of the consequences of and responses to classroom (in)justice; (5) unveiling of attitudes and experiences of classroom (in)justice within teacher training and education opportunities. The chapter concludes by explicating the existing caveats in the literature and opportunities for future studies in this domain.