This chapter has integrated the studies carried out on justice and discussed the theoretical and pedagogical implications of justice in preparation for the various ways these just theories can be enacted in practice through all aspects of L2 education. It confirms eight critical domains in which classroom justice research can uniquely construct opportunities for transformation in L2 education. The implications proposed herein are directed toward a variety of stakeholders in the language education ecosystem. Based on empirical studies conducted by national and international researchers, the chapter investigates how justice-based research in the field of L2 education has implications for practice. Attention to justice, in relation to promoting equitable education and instruction, must consider distributive, procedural, and interactional aspects, systematically, and at all education levels—from policymakers, teacher educators, to practicum and practicing instructors and institutional administrators. The findings evince that justice perceptions significantly influence learners’ emotional and behavioral responses in L2 contexts, and the learning environments (e.g., in-person, online, hybrid) are the key determinants of justice forms in L2 learning. The research-based implications provide a robust pathway for incorporating classroom justice into L2 education theory and practice in buildings up better and more equitable—language learning spaces.