In a test-driven society such as ours, the reasons not to take on the time-consuming and controversial topic of critical literacy are many; however, this article hopes to convince educators at all levels that the benefits of engaging students in questioning, reflecting, and taking action are well worth the effort. The article begins with a classroom example of critical literacy in practice, reports survey results of the attitudes of middle school teachers toward a social justice curriculum, and then addresses critical literacy challenges for future educators.