On the path towards transformatory approaches to education and empowerment of students and teachers, this study made an attempt to explore literacy and critical literacy (CL) from the perspectives of teachers working in a tertiary institution in Oman. For this research, an exploratory research design with a critical stance was employed. Interviews were used as the main method of data collection to examine multiple interpretations of literacy and to look into teachers' familiarity with the concept of critical literacy. This study suggests that literacy is a complex concept with different readings. Another finding is the novelty of critical literacy, and its potential to be confused with critical thinking. This study illuminates the fact that CL is on the margin of ELT methodology and that literacy should be viewed as a social practice, as adopting this view can facilitate the integration of CL in education.