In the agenda of social justice, educating teachers for equity has emerged as a trend or an approach to teacher preparation. In many developed countries, social justice has been integrated into teacher education programs that aim to prepare teachers to teach in ways that contribute to lessening inequalities both within and beyond the school setting. However, this progressive trend of teacher education has been unexplored in many developing countries, including Vietnam. As inequalities in education and in the broader society have become a topic of concern in Vietnam, social justice discourses need to be introduced to teacher education in this context. As such, this research study was conducted in order to explore how pre-service teachers of English as a foreign language developed dispositions for social justice by being engaged in local communities. The findings show that engagement in communities helped the cohort of pre-service teachers discover inequalities between families inherent in their attitudes and investment in children’s English learning. Based on the perceived inequalities observed in local communities, the cohort of pre-service teachers developed their dispositions for social justice appropriate to the Vietnamese context. The study offers implications for social justice language teacher education in Vietnam.