This paper explores the intersection of critical pedagogy and nonviolence in a case study of a white novice teacher at an urban school in the Midwestern United States. Drawing on various theoretical streams that contribute to this possible marriage of critical pedagogy, non-violence and critical peace education, the authors formulate the notion of critical pedagogy for nonviolence, which includes a holistic integration of nonviolence, the productive use of power relations, and an interrogation of emotion as constitutive of ideology and practice. Data drawn from the participant's reflections and teaching practices show her struggles--some positive, others disheartening--to implement a critical pedagogy for nonviolence. Discussion of the implications for teaching and teacher education includes how a critical pedagogy for nonviolence opens spaces of possibility for greater justice.