Social work has a long history of activism and advocacy for social justice, and social justice itself is generally deemed as a global distinctive trait for the social work profession. While research on questions of ethics and value development in social work education is relatively extensive, the question of how social justice values are incorporated into the curriculum of social work education in Swedish higher education of social work is yet to be explored. The current study collected social work curriculum in four universities in Sweden and analyzed it on the basis of the IFSW’s understanding of social justice values, as well as in relation to overall learning goals of social work education through content analysis and a critical theory perspective. The main finding indicate that although different social justice values are represented across several course curriculums, the main learning goals of such courses are dominantly knowledge and judgment based. The category of skill and ability in translating social justice values into practice lacks a cross-curricular presence. The implications of such discrepancy for the professional social work in Sweden are discussed.