This article describes an exploration of activities that can encourage students to think more critically about the influences on their gender and identity. Using read aloud, literature circles, and mini-lessons rooted in the students' experiences, the author's successes and failures are explored within a context where students are placed at the center of a literacy unit. In this article, the author draws upon the pieces that illuminate their pedagogical journey, specifically the teacher-directed critical literacy lessons. (Contains 3 figures.)