Critical service-learning is a form of engaged pedagogy that supports development of students' critical consciousness. However, critical service-learning continues to prioritize the development of white students, oftentimes at the expense of marginalized communities and minoritized college students. This study seeks to disrupt this approach by examining the attributes of Latinx critical consciousness present in 30 reflective writing entries written by six Latinx college students enrolled in a sport-based critical service-learning course for a semester. Findings demonstrate how the course aligned with students' Latinx critical consciousness and how Latinx critical consciousness went beyond the focus of the course. Study findings have implications for service-learning practitioners and scholars who want to further consider how curriculum and practices in critical service-learning courses can center racially minoritized students' critical consciousness. [This paper was presented at the Association for the Study of Higher Education (ASHE) conference, fall 2020.]