The purpose of this study was to better understand the process of engaging in critical literacy practices with kindergarteners. The researcher spent six months in a kindergarten classroom taking extensive field notes on the ways in which the teacher and students explored issues of social justice through literacy activities. Data analysis using a critical literacy framework revealed that this kindergarten teacher did not merely incorporate critical literacy lessons into her classroom, but rather created a critical literacy milieu. This milieu helped support students to respectfully consider multiple viewpoints, to engage in thoughtful problem solving, and to openly discuss difficult issues revolving around difference.