Among the communities of critical race theorists and its detractors in education, there is an apparent rift as to what theoretical construct best contributes to the social justice project in education. Conferences and meetings have served as quasi-battle grounds for theorists, activists and scholars to go back and forth about what theoretical construct has the greatest bearing on educational praxis. Debate notwithstanding, the following document argues critical race theory (CRT hereafter) as a viable theoretical construct to address issues of social justice in education. In so doing, the following document couches the discussion in three tasks. The first is to identify the contributions of CRT in education. Second, the document argues for a closer read of the theoretical construct and its subsequent application. The concluding task will be an example of how the points of contention and compliance can be located through an example (in this case narrative) of a school with a social justice agenda at its center. As Yamamoto suggests, the occupation of the socially conscious scholar is to participate in the activities that challenge hegemony at both the grassroots and intellectual levels. From this we can engage CRT in education with a concerted effort to change our present realities.