The profile of students entering higher education is ever-changing, deeming it critical to understand the impact on institutions and teaching methods that foster student learning across perspectives. This article will highlight the need for advancing first-year student curriculum through teaching socially just seminars. Specifically, the article will provide overall pedagogical perspectives surrounding liberatory pedagogy, urging educators to develop more critical perspectives of their course content, strategies, and course structure. Recommendations in the article include benefits of teaching a more socially just first-year seminar curriculum, how to design more critically conscious curriculum, and socially just programmatic strategies.