A small but growing strand of literature is beginning to make the case for "critical action learning" (CAL). Much of this interest operates on theoretical terrain, speculating on the extent to which it might differ from more conventional notions of action learning. This paper draws on insights from (CAL) to demonstrate the importance of being "critical by design" in the formulation and implementation of interventions. It is based on a five-year inquiry involving a network of small business owners. We demonstrate the importance of explicitly questioning the rationale for interventions; assessing how the composition of the action learning set relates to power relations within its organizational context; the process of governance; and an active role for facilitators. (Contains 1 table.)