This one-year study explores the possibility of integrating critical pedagogy into undergraduate English writing classes in Taiwan. The participants were the students in 2 first-year writing classes taught by the researcher. For these classes, I reinvented Freire's (2000) pedagogy of the oppressed, which emphasizes problem-posing, dialogue, and social justice. I used critical qualitative methodology (Carspecken, 1996) for the study. Data were analyzed with Carspecken's (1996) reconstructive horizon analysis to uncover the participants' assumptions, beliefs, and values. The findings suggest that critical pedagogy can be successfully reinvented in the Taiwanese context. On the university system level, although the Ministry of Education in Taiwan has been increasing its control over universities with its education-as-business framework and emphasizing standardized English tests as a graduation requirement for university students, the writing instructors at my university have the autonomy to design the curriculum and do not have to teach to the tests. On the cultural level, although neo-liberalism, which leads to standardized testing and teaching to the tests, is a dominant discourse in Taiwan, the participants did not embrace it. They conformed to it only because of their fear of a financially insecure future. On the other hand, informed by the discourse of progressive education, the participants looked forward to critical reflection and dialogue, which they seldom had in high school, and preferred a writing class with critical pedagogy to a writing class focusing mainly on language form. Pedagogical implications are also discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]