Background and Aim: This study aimed to develop a contextual model of educational justice and equal access to learning opportunities for elementary school students in Chaharmahal and Bakhtiari Province, Iran. Methods: The article reports the qualitative phase of a larger parent study and applies the systematic grounded theory approach of Strauss and Corbin. Participants were elementary school principals, teachers, instructional leaders, education experts, and members of elementary-level educational groups across the province’s 17 educational districts. Purposive maximum-variation sampling yielded 30 participants. Semi-structured interviews were analyzed concurrently with data collection through constant comparison and open, axial, and selective coding in MAXQDA 2020. Sampling stopped when the final interviews produced no new code or concept. Trustworthiness was strengthened through member checking, peer review, document triangulation, and a Holsti coding-agreement coefficient of .96. Results: The analysis yielded 109 open codes, 34 subcategories, and six final dimensions: justice in support and learning opportunities, justice in curriculum content and educational processes, justice in infrastructure and resources, justice in human resources, justice in educational outcomes, and justice in participation and policymaking. Paradigmatic reorganization identified educational justice and real equality of learning opportunities as the central phenomenon emerging from the interaction of causal, contextual, and intervening conditions with compensatory and needs-based strategies. Conclusion: Educational justice in elementary education cannot be reduced to formally equal allocation. It requires needs-sensitive distribution, fair procedures, respectful interactions, and targeted support for disadvantaged learners and regions. The proposed model integrates structural conditions, educational processes, and outcomes and can inform locally responsive policy and resource allocation.