While recognized as a foundational practice, social studies educators struggle with enacting inquiry-based instruction. With critical inquiries that examine sociopolitical and other injustices, developing aligned compelling questions represents a challenge, particularly for elementary teachers. Informed by four lenses of criticality from social studies scholarship, this design-based mixed methods research follows 28 elementary teacher candidates from two universities and regions as they formulated compelling questions for critical inquiry units together. Data sources included audio transcriptions of group discussions, course assignments, curriculum planning documents, and reflections. Qualitative and quantitative findings show that candidates created more critical questions with the intervention scaffold, suggesting a new criterion for determining open questions: identifying ongoing issues of empirical injustice. Most still struggled with identifying implicated social groups and clarifying relationships of interdependence. Group members' positional awareness of sociopolitical identities appeared to support more critical collective question design trajectories through understandings of structure, agency, and place relative to the content. Results suggest the importance of scaffolding critical inquiry question development--with special care to support teacher candidates' sociopolitical consciousness, and consider their and K-12 students' implicated identities in power systems, situated in specific teaching contexts.