Youth voices, experiences, and perspectives are sometimes overlooked because debates regarding "best practices" in curriculum, pedagogy, and assessment often distract educators from centering youth. Also, while the theory and practice of culturally responsive and sustaining pedagogies have been increasingly well received by educators and policymakers, the institutional practices, lack of resources, and racial injustice that perpetuate inequities and support white supremacy are a persistent scourge in society, exacerbated by recent racial and coronavirus pandemics. The authors argue that in the current moment of disorienting disruption, there is also great opportunity. Top-down reforms and best practices often do not honor the dignity and subjectivity of young people. It is crucial to center youth stories in order for students and teachers to engage collaboratively with both the possibilities and challenges of teaching in critical contexts. As youth engagement and participation become increasingly prevalent in the social sciences, critical youth research must continue to interrogate what/whose knowledge counts, how impact is measured, and which spaces support youth-led efforts. In this article, the authors draw on self-reflections and collaborative analysis to examine their experiences of agency, activism, and impact in an intergenerational youth and educator development program, Cyphers for Justice (CFJ).