A fair learning environment motivates students to participate in class activities and communicate, which is essential in English as a Foreign Language (EFL) classes. Nonetheless, very few studies had investigated fairness in the classroom, or classroom justice, perceived by high school students in the Vietnam context. The present study thus aims to explore Vietnamese high school students’ perceptions of classroom justice in English classes, discover whether English major students and non-English major students perceive classroom justice differently, and propose measures for justice enhancement from students’ perspectives. To accomplish the purposes, a mixture of quantitative and qualitative research design was adopted. A survey was administered to students at a Vietnamese high school, and focus groups were carried out with students who had provided noticeable survey answers. The findings indicated that students had a generally positive attitude towards all the three classroom justice dimensions, namely distributive justice, procedural justice, and interactional justice. However, students who were not English majors perceived a lower degree of English classroom justice compared to the English majors. Classroom justice was reported to influence learning conditions, students’ feelings and behaviors, and class outcomes. Teachers and students were also identified as the key stakeholders in maintaining classroom justice. Participants expected classroom justice to be promoted through more opportunities for in-class participation, more group work, and teacher’s bias suppression. Pedagogical implications and recommendations for future research in classroom justice are put forward.