In this critical qualitative case study, we examined the ways three critically identifying social studies teachers understood and adopted critical pedagogy. We argue that the praxis of these teachers unfolded based on their understanding of and willingness to attend to the many dialectical relations associated with teaching. We understand the praxiological unfolding to be teachers' critical ontological social studies posture, which we argue reflects those ways teachers see and understand dialectical relation and then approach the world by authentically living their critical epistemology, ontology, and ideology. We conclude that the ways critical social studies teachers situate themselves within the many instances of relational power will uniquely inform the approach they take in their work with students.