The aim of this research is to determine teachers' perceptions of organizational justice by dealing with the issue of organizational justice in educational institutions in depth. In this study, qualitative research method was used for this purpose and the phenomenon (phenomenology) pattern was adopted. The data of the research were collected using a semi-structured interview form. Interviews were made with 15 teachers working in Ankara to collect research data. Tables were presented in the analysis of the interview texts, descriptive analysis and content analysis were used in the analysis of the data. Teachers' perception of organizational justice was discussed, the meaning of justice-organizational justice for teachers, fair and unfair practices in schools, and solutions offered by teachers for ensuring justice in schools were analyzed. The results of the study show that justice is a subjective concept. Most of the participants have a negative perception of organizational justice in terms of distributive, procedural, and interactional justice. Unfair practices affect teachers' performance the most; the most fair practice is to increase the motivation of the teachers involved in the interview. The process of distribution of organizational resources, the attitudes and behaviors of school administrators while implementing organizational procedures, and the way of communicating organizational decisions are effective in shaping teachers' perception of justice. Organizational justice is necessary and important for the establishment of an environment that will enable teachers working in schools, which are educational organizations, to shape the future in peace and security, to give students the value of justice, and to achieve the goals of national education. As a result, all dimensions of justice interact with each other. In this respect, justice should be provided in all dimensions in schools.