According to the Social Justice index, Turkey is a country that needs to make progress in social justice equality. The provision of social justice can be achieved through the awareness and participation of all citizens. Education at this point has an important task. In this context, it is necessary to use the methods and techniques that are individual-centered, come from the individual’s experiences, and develop the critical thinking skills. Creative drama that can lead to social justice on the one hand and the reproduction of the existing injustice on the other is at the forefront of the methods and techniques that can serve this purpose. Because creative drama trainer who plans, implements, and evaluates the process has an important role in the provision of social justice or in the reproduction of injustice. In this context, creative drama trainer should have an improved attitude on social justice. At this point, it is important to determine the social justice attitudes of creative drama trainers who implement creative drama practices. In this research, it was aimed to determine whether creative drama trainers differed in terms of social justice attitudes and various variables. In the study designed in the descriptive screening model, data were collected from sixty-five creative drama trainers by the “Social Justice Attitude Scale” adapted by Cirık (2015). The collected data were analyzed by SPSS package program. According to the results of the analysis, the social justice attitudes of creative drama trainers differ according to sex, but they do not differ significantly according to age, education level, graduation area and social injustice situation. It is suggested that the concept of social justice should be studied in different areas, especially in teacher training, and education in struggle with social injustices should be used as a tool.