This article describes the operationalization of critical consciousness development within gateway courses at a community college in the Northeast. Reviewing the relevant literature, the article argues that critical consciousness pedagogy is an overlooked means for increasing students' retention and academic motivation. A case study of the author's multiyear course redesign highlights four pedagogic practices that develop critical consciousness in college students. As minoritized college students develop critical consciousness, they grow their efficacy as college students. The article argues that colleges and universities can use critical consciousness pedagogy within gateway courses to improve the outcomes of minoritized college students.