This chapter explores critical consciousness as a guiding frame and commitment in critical self-study research. Critical consciousness is situated as an integral lens for all self-study researchers regardless of social positioning. Three interconnected elements of critical consciousness are discussed: critical reflection (an interior contemplation of one’s beliefs and actions concerning power, social challenges, issues, contradictions, privileges or exclusions), critical motivation (the development of one’s agency and commitment to confront or address an injustice) and critical action (engagement in an effort or initiative to foster social change). The chapter aims to shift away from traditional binary constructions of the oppressed and the oppressor in favor of an intersectional and nuanced lens on critical consciousness of benefit to all conducting self-study research. Examples of published self-studies that address issues of critical consciousness, particularly concerning race, culture, and gender, are discussed. This review highlights how teacher educators from diverse backgrounds and contexts have had their critical consciousness promoted, enhanced, or expanded given their inquiry work. The chapter then takes up an exploration of the author’s engagement with critical consciousness through a review of a previously published self-study. This explores how critical consciousness provided insight into factors at the ideological, structural, and practical levels of teaching and learning. The chapter concludes with prompts, an exercise, and suggested readings.