The aim of this study is to understand the views and experience of elementary school teacher candidates about being fair, in which qualitative method-based phenomenological pattern was used. The triangulation of the phenomena was done by means of asking 93 student teachers to draw the image that described the concept “justice”, second, asking them to write down why they used the image in question, and last, interviewing 30 of the students, who were randomly selected, for a more in-depth investigation, in five focus group interview sessions. In the study, student teachers’ understanding of the concept, their personal experiences in terms of justice, and their opinions about the characteristics of a fair teacher, and teaching justice were discussed. The data of the research were analyzed through content analysis method. In general, the results of the study show that the teacher candidates explain justice as non-discrimination, equality and righteousness. Moreover, teacher candidates tackled their experience of justice as experiences in a fair environment, and experiences of injustice. In the light of the results obtained in the research; incorporating the subject of teaching the significance of justice in teacher education programs, and to conduct applied researches on reflecting the significance of justice in the classroom environment, can be advisable.