The challenge of preparing teachers and their eventual students to be successful, full participants in today's digital society is one that faces all teacher preparation programs. However, in the United States our current system of technology instruction in pre-service education focuses primarily on functional technology skills, and critical and reflective components are largely absent. The present study was conducted to investigate the feasibility of using inquiry groups as a site for critical digital literacy work with pre-service teachers at a mid-size university in the Mid-Atlantic United States. The purpose of the inquiry was to engage in a critique of our own digital literacy practices within our wider socio-cultural context (i.e. the digital society). This article describes the inquiry group process and outcomes, and provides implications for using inquiry groups to develop critical digital literacy with pre-service teachers.