Urban public schools and their teachers are under siege. From increased standardization, privatization and testing to a growing number of students whose needs are not being met by schools, urban public school teachers face a daunting task. Without a space in which to critically examine their daily experiences within schools, many well-intentioned teachers find themselves unwittingly reproducing existing social inequities. The Social Justice Critical Inquiry Project (CIP) at New York University was a two-year program piloted to create a space to support preservice teachers as they transition into their first year of teaching in New York City public schools. This group allowed participants to reflect on their experiences and share their apprehensions, struggles and excitement about teaching with equity centered in their classrooms. Participants used the lens of social justice, applying the frameworks of equity, agency, cultural relevance and critical literacy (Lipman, 2004), to their practice in order to improve the educational experiences and achievement of their students. The following article provides details about the project's goals, activities, outcomes, challenges and its implications for teacher education.