This case study explores the pedagogy and practices of an elementary school teacher who combines inquiry pedagogy and critical literacy. The authors gathered data for this analysis by conducting two interviews with a classroom teacher and observing classroom practices 12 times over a 6 month period. Through a general inductive approach to analysis, trends emerged that showed the classroom teacher used practices that combined traditional inquiry pedagogy for critical literacy development. This research provides insight into how this elementary teacher negotiated and connected inquiry to critical literacy. Furthermore, the findings can inform scholars and teacher educators of successful teaching strategies as they prepare future generations of elementary teachers.