This article offers a description of critical literacy practice and/as professional development as it evolved in a teacher inquiry group investigating critical literacy. The authors describe this professional development experience as an instance of critical literacy in practice. The entirety of this article is a collaborative product in which the authors begin their discussion of each dimension of critical literacy practice with a brief narrative written by an individual group member. Their collective reflection follows each narrative, and the article concludes with some thoughts about their group experience addressed to teachers and teacher educators interested in critical literacy and/as professional development.