Although schools are largely perceived as sites of possibility and hope, in stratified and hierarchical societiesStratified and hierarchical societies, schools are often complicit in the reproduction of inequityReproduction of inequity. With consideration for wide ranging and long persisting opportunity gaps, many who succeed in schools from minoritized and underprivileged backgroundSchools from minoritized and underprivileged background who pursue a career in the field of educationEducation do so with the hope of making schools more just than what they had experienced. These educatorsEducators engage in what this chapter presents as a praxis of critical loveLove in educationEducation, or growing loveLove in the spaces, places, and communities where loveLove has been lacking. This chapter draws from a critical ethnographic case studyCritical ethnographic case study of the Roses in ConcreteRoses in Concrete Community School (RiCRoses in Concrete Community School (RiC). RiC was conceived as a counter-hegemonic schooling project and a community-based response to demand for self-determinationDetermination in educationSelf-determination in education for Black, Brown, and Indigenous childrenBlack, Brown, and Indigenous children and families in East Oakland, California. The founders sought to fulfil this demand by repurposing a school into a centre of wellbeing that would support healingHealing and transformationTransformation, and knowledgeKnowledge of both self and community. Drawing from observations, document analysis, and interviews with the school’s founders, faculty and staff, this chapter introduces critical loveLove theoryCritical love theory and analyses practices of critical loveLove recognized at RiC. A discussion of the broader significance of critical love in the preparation of educational leaders for social justice and directions for future research are discussed.