This study encompassed four different projects implemented in one urban College of Education. Projects included discussions in the faculty diversity self-study group, teaching and learning about culturally responsive pedagogy in an early childhood methods class, the use of fieldwork as a site for student learning about educational change, and teaching and learning about critical literacy in professional development sessions conducted at an elementary school. Following the descriptions of individual projects, joint analysis of these projects is offered by using lenses from a four-dimensional critical perspective (Lewison, Flint, & Van Sluys, 2002; Van Sluys, Lewison, & Flint, 2006).