This study focuses on a quest for insights into the introduction and negotiation of critical literacy in elementary education in Cambodia, whose recent past was scarred by devastating conflicts and wars. In this study, critical education is seen as a key to avoiding the reproduction of an unwanted past and minimizing social injustice in Cambodia. Critical education is also seen as a component to be considered in the future reform of Cambodian education. How critical literacy is designed and negotiated in an elementary class, how critical literacy is manifested in the class, and how the teacher and students perceive critical literacy are of primary interest in this research. A model of critical literacy (Lewison, Leland, & Harste, 2008 and Janks, 2000) was adopted to negotiate curriculum in a fifth-grade Social Studies class, and the literacy practices were recorded and investigated qualitatively. [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.]