As teacher educators for an alternative urban teacher preparation program, we believe that because we cannot teach novice teachers everything they need to know in one year, our principal responsibility is to teach our novices to think like teachers. Central to this process is supporting novices to engage in critical reflection. Critical reflection is a kind of teacher reflection where teachers examine issues of equity and power as they play themselves out in schools. In this article, we conceptualize the work of critical reflection and then offer an in-depth look at how two new teachers critically reflect on their students, their curriculum, and the purpose of schooling. We conclude that teachers must learn to critically reflect so that they might create more equitable spaces for their K-12 students.