The purpose of this study was to increase the current understanding of what occurs within a narrative supervision process and to explore how this approach to supervision can contribute to the development of educational practices that promote social justice efforts in the field of marriage and family therapy. In particular, this study sought to understand how and in what ways the social justice ideas that inform a narrative therapy approach were applied to a narrative supervision group process. Narrative therapy is informed by the poststructural theorist Michel Foucault and offers a unique perspective on the role that therapists can play in challenging oppressive influences in clients' lives and advocating for social change. This study utilized a critical discourse analysis in order to closely examine a series of narrative supervision group sessions. One narrative supervision group comprised of two supervisors and six supervisees served as participants in this study. Results suggested that the narrative supervision group utilized the following six supervision elements that support a social justice orientation: (a) community as pedagogy: learning through practicing together, (b) co-constructed knowledges: valuing the experiences and perspectives of clients and supervisees, (c) positioning knowledge as discourse: using the skills of deconstruction and transparency, (d) valuing expansive conversations, (e) the use of questions versus directives, and (f) the use of tentative language as a means to mitigate power. An additional in-depth analysis of three of the narrative supervision sessions further validated the narrative supervision group's social justice orientation. In particular, findings indicated that the group consistently contextualized the supervision conversation within a discursive frame, sought to expose taken for granted truths, and challenged normative standards. This encouraged supervisees to deconstruct the power and influence of discourse on their lives as well as the lives of their clients.