Inquiry represents deep learning through a process of seeking answers to questions. Our ‘why’ in connecting student affairs inquiry to social justice is not likely self-evident. Social justice relies on connected actions, whereas through our approaches to assessment in student affairs, we have traditionally favored research-related activities that strive to maintain strict objectivity. But just as our overall conceptions of the roles and responsibilities of student affairs educators have evolved, so too, must our conceptions of the roles and responsibilities of those engaged in student affairs inquiry. As a student affairs educator tasked with conducting inquiry activities, one has to make choices about the process of gathering and analyzing data, and reporting findings. There is an ethical obligation to do so with veracity. This ethical obligation to engage in the inquiry process with utmost honesty does not conflict with using inquiry as a tool to advance toward social justice. Through this article, the author explores the connections between the processes of inquiry and social justice, and asks readers to consider social justice as a critical and central component of inquiry work. Journal of Student Affairs Inquiry, 2(1), 1-18.