This article reimagines environmental education (EE), moving away from traditional models of EE rooted in nature studies and pro-environmental behaviors. Using the pedagogical praxis and intent of critical pedagogy and participatory methodologies, this critical urban environmental pedagogy (CUEP) investigates relevant socioenvironmental issues illuminated by youth in urban environments. We elaborate on three key components of a CUEP: (1) the introduction of critical pedagogy and social theory; (2) the use of participatory methodologies to investigate local places; (3) the nurturing of a political ecology lens to understanding urban socio-environmental conditions observed in local places. Each component of a CUEP, when integrated into an environmental science classroom, can reveal diverse forces shaping urban environments as well as the ways youth are understanding and being impacted by these forces.