Is empowering peace education primarily about providing individuals with skills to respond to violence they experience and capabilities to enhance their own lives? Or is inspiring social transformation to alter forms of injustice that contribute to violence an equally valid and important dimension of an empowering peace education program? This article draws upon the authors' experiences researching peace education programs implemented by local nongovernmental organizations (NGOs) in two different contexts: Jamaica and Peru. The basis for comparison is grounded in the discourse key actors in these NGOs utilized in reference to their respective educational initiatives, explicitly emphasizing empowerment for marginalized groups. Using critical qualitative techniques and troubling the idea of "empowerment," the authors analyze the discourse of empowerment to look beyond explicit truth claims and unveil tacit assumptions regarding the purpose and desired outcomes for the beneficiaries of their respective programs. The authors interrogate what definitions of empowerment--social and/or individual--the program stakeholders envision as well as how they believe such empowerment comes about. The study's findings contribute to the need to critically unpack the commonly uncritical use of the term "empowerment" as necessarily directed toward addressing social inequalities and altering unjust power relations.