This paper considers the theoretical positions that ground teacher education programs and asks whether these theories reflect the experiences and voices of all society or merely those of the dominant culture. The paper proposes the incorporation of elements of critical pedagogy as taught by Paulo Freire and reflective thinking according to John Dewey's philosophy as bases for a teacher education program that would engender critical reflectivity. The emerging conception of critical educational psychology presented in the paper embodies the notion that current use of traditional psychological theories in the classroom perpetuates the ideologies of the dominant social order. Also, the prevalent information-processing model of learning engenders a technocratic approach to teaching and teacher preparation. Through the process of critical reflectivity, preservice teachers are encouraged to examine and expose the culturally reproductive aspects of the current use of the traditional psychological theories, seeing them in part as institutional supports for the dominant social order. A preservice teacher in a critical educational psychology course is seen not merely as a technician who reproduces the culture as it stands but rather as an intellectual capable of transforming self and society through the act of teaching. (JD)