The paper focuses on social justice and inequality in tertiary education growth in Nigeria and their implications for economic development. Since broadened access to education as a tool for social justice is paramount in any discourse on educational investment, growth and development in Nigeria, which is a developing country, the paper looked critically on some of the unjust practices that contradict the essence of educational social justices that promotes the equal distribution of resources and treatment to make all students feel valued and safe physically and mentally. The paper is theoretically rooted upon the theory of new Keynesianism, which stipulates that social justice is an important and irreplaceable part of socioeconomic growth. One of the earliest and evidence-based relationships between social justice and economic growth has been income inequality. The paper had three specific objectives as well as three research questions. It adopted a quantitative research method as it is analytical in framework. Among other things, the paper espoused elements of exclusion and inequality which are prevalent in the practices of the government among tertiary institutions and tertiary students. The paper sustains that catchment area system, indigene and non-indigene school fees discrepancy and inequality in students’ bursary disbursement, among others, constitute major obstacles to access and social justices in educational delivery in Nigeria. The paper also makes some recommendations that there should be government-led public policy support to reduce social inequities that could result in societal disintegration and collapse of the state, among others.