This paper seeks to picture the politically and ideologically-oriented power relations and inequalities that link to their social, economic, and cultural relations in the education system of Turkey. An in-class project is conducted with students learning English in a preparatory class in a state university that concentrates on scrutinizing the existing curriculum with a critical intervention in order to ensure a more meaningful student-teacher interaction, a reciprocal learning and teaching experience and knowledge (re)construction for their further studies. Informed by the critical pedagogy, this project aims to develop a deeper insight for students' education practices. The data collected through the project suggests that inviting critical pedagogy to the language learning classroom contributes to the participants both in terms of developing critical awareness and English language competence. (Contains 11 footnotes.)