This article explores the pedagogical practices employed in the critical learning community of the Council of Youth Research in the 2010-2011 school year and seeks to articulate the ways in which the use of youth participatory action research (YPAR) supported problem-posing education, conscientization, and critical reflection. In reviewing the use of YPAR and its relationship to pedagogy, the authors intend to answer the following question: In what ways were critical pedagogical practices enacted amongst and between the students and adults who engaged in youth participatory action research in the Council of Youth Research? They seek answers to this question through an investigation of pedagogical moments when youth are positioned as researchers and as teachers of themselves and others. By examining this question, the authors hope to present a framework to demonstrate how the use of youth participatory action research can inform the pedagogical, classroom, and political practices of urban schools. The article concludes with an analysis of these practices and implications for schools and research.