In this paper, we share an example of how community service learning (CSL) has been taken up within the framework of critical pedagogy in order to assist educators thinking about moving toward a more critical CSL. We draw from theoretical perspectives on critical pedagogy, data from a research study, and instructor and student experiences to explore the pedagogical dimensions of our experience with critical CSL. These dimensions include: course/placement integration, critical pedagogy in practice, the intricacies of recruiting and supporting activist placements, and ethical considerations. We conclude that while critical CSL requires careful design and consideration of the risks involved, it can be an effective approach for critical educators. (Contains 11 notes.)