This article describes second-grade emergent bilinguals' dialogue in culture circles. I share how the tenets of humanizing pedagogy were manifested as my students and I engaged in critical pedagogy around issues of power and privilege related to bilingualism, biliteracy, and biculturalism. Together we sought mutual humanization through the exploration of reflective Latinx children's literature. The research question examined was: How are the tenets of humanizing pedagogy manifested in the implementation of culture circles? Qualitative methods were employed which included (a) audio/video recordings, (b) ethnographic field notes, and (c) student artifacts. Data were analyzed using the constant comparative method (Glaser & Strauss, 1967). Through these culture circles, the students and the teacher were able to problematize issues related to their lived experiences. For the tenets of humanizing pedagogy to be realized, there had to be a blurring of lines between the teacher and students, the use of literature that reflected my students' experiences and lives, as well as a promotion of critical consciousness. In this article, I share how my students' stories demonstrate the tenets of humanizing pedagogy in my particular classroom context.