Critical pedagogy in the UK has traditionally been practised in the Lifelong Learning sector. However, the sector has become constrained by funding cuts, instrumental curricula and accountability measures, and teachers can feel that they have little room for professional autonomy and therefore the practice of critical pedagogy. Yet some do continue to do practice, often in relatively isolated circumstances, by working within the system but drawing upon their personal and professional identities. This paper presents the rationale and methodology, together with some very early findings, of a study examining what inspires, motivates and sustains practitioners of critical pedagogy in the face of constraints, the teaching strategies they consider to be successful, and how these stories could be harnessed and mobilised to enable critical pedagogy to flourish. The research draws on the philosophy of Appreciative Inquiry to capture these stories of success. This contrasts with the documented difficulties of using critical pedagogy in the current educational climate. A qualitative research strategy is used, comprising 12 in depth, semi-structured interviews with practitioners of critical pedagogy in the Lifelong Learning sector in the West Midlands.