The goal of this study is to analyze the implication of integrating activities driven from critical pedagogy into the curriculum of a Spanish language classroom using a critical ethnographic research methodology. The activities used in this course were out-of-class activities, multicultural activities, analyses of written and visual texts (textbooks and mass media analyses), mini-ethnographic projects, and personal journals in English. My guiding hypothesis is that using activities driven from critical pedagogy early in language instruction helps to build a cohesive speech community, challenges the participants' cultural values, and guarantees the relevance of the course content. The fieldwork for this study was conducted in a 4-credit second semester of a two-semester Intermediate Spanish sequence. Data were collected through participant observation and the review of primary documents (students assignments). Findings show that relating the course content to students' realities and analyzing mainstream interpretations of culture facilitated the development of critical thinking skills, helped deepen students' understanding of the target groups, and encouraged students to identify their own cultural values and believes. Data suggests that a cohesive speech community aids reserved students establish their voices within the learning community.