In this article, you will read about three early childhood justice-oriented teachers and the ways in which they develop pedagogy and curriculum that is deeply invested in the histories of their students as well as inclusive of their voices and lived experiences. The goal of this article is to contribute to a growing body of scholarship on social justice in early childhood education by highlighting the intricate and complex ways teachers create practices and pedagogies to encourage young children toward developing critical perspectives and thinking critically about the world around them.