Critical reflection is an essential element in teachers' efforts to address the social justice issues that are often part of their lived experiences and those of their students. When educators begin to examine how power, privilege, and widely accepted assumptions about their practice may be working against their goals, such as eliminating forms of oppression and working for equality, they are often involved in some form of critical reflection. A focus on teachers' reflecting on their practice is not new. Such an emphasis is evident in many pre-service teacher education programs in Canada and elsewhere. However, re-emphasizing and discussing the critical aspect of reflection can be beneficial to everyone working towards social justice and equity in schools. The ideas presented in this article are based on the author's experiences as a racialized, minority, female teacher working within the Ontario educational context. Several suggestions that may assist teachers with developing critical self-awareness and becoming familiar with the processes associated with critical pedagogy are presented. (Contains 14 notes.)