This reflection essay reports on a book reading inquiry circle (BRIC) on Paulo Freire's "Pedagogy of the Oppressed" by English as a second language (ESL) faculty from a college located in the Greater Seattle area. Since professional development is usually not provided for ESL faculty in basic skills programs due to lack of funding at the institutional level, the instructors involved in this BRIC engaged in critical language pedagogy as professional development on a divisional level for an 11-week quarter. The ESL faculty engaged in robust conversations about issues regarding adult literacy. The goal of this group was to determine how a culturally responsive curriculum for adult basic skills students could be curated through deep critical reflections and active dialogues through Freirean philosophy of the oppressor and oppressed. The faculty involved in this BRIC shared their reflections on critical pedagogy, as well as culturally responsive teaching, and how it is reflected in their praxis. The BRIC created opportunities for colleagues to share what they are teaching in the classroom and would allow instructors in our division to include different perspectives and research practices to create culturally relevant curriculum for immigrant, refugee, and nontraditional students in basic skills programs.