This paper documents the ways that two learning spaces--a community-based youth organizing group and a high school social studies classroom--provided different opportunities for Latinx youth to take on critical civic identities characterized by a critical consciousness, a motivation for social justice, and feelings of civic agency. By examining two structurally unique learning sites from a situated perspective, this paper highlights how youth critical civic identity processes are negotiated within figured worlds over time. In particular, the goals and membership expectations of the two sites positioned the study participants on different identity trajectories, with classroom students more likely to adopt an aspirational critical civic identity, while youth participating in community-based organizing took on more practice-linked identities as critical civic activists. In particular, positioning youth as valuable contributors to critical civic action was a key resource for youth to take on these practice-linked identities as individuals with agency to address social injustices.