This study draws upon critical bifocality (Chen & Horn, 2022) and intersectional frameworks (Collins, 2019; Crenshaw, 1989) to detail critical consciousness development over time in justice-oriented elementary mathematics educators. Specifically, a Critical Participatory Inquiry (CPI) approach facilitated collective theorizing amongst myself and six co-researchers, revealing that both the individual educator development and systemic mechanisms of oppression within the mathematics classroom are key structuring elements of educators' critical consciousness. In partnership with elementary mathematics educators, this study aimed to understand the experiences, or critical moments, of justice-oriented elementary mathematics educators to create a theory of critical consciousness development. Although significant research exists on equity-based and culture-centered classrooms, it is essential to discern how critical consciousness functions and develops within elementary mathematics classrooms. Understanding this process is key to fostering the knowledge necessary for cultivating the criticality needed to achieve equity reform. We analyzed 20 in-depth narratives of justice-oriented elementary mathematics educators through multiple iterations of Grounded Theory (GT) coding processes to create a theory of development. Findings illustrate three main themes (strands) evolve over time at the individual level as elementary teachers develop critical consciousness: (a) awareness, (b) reflection, and (c) action. An additional theme emerged highlighting the system interaction with individual criticality development, (d) systemic mechanisms of oppression. Findings from this study contribute to the growing body of research on critical consciousness in mathematics, detailing the complexities and progression of critical processes over time, from their emergence to amplification and eventual transformation. The GT findings from this study offer valuable insights for educators, mathematics teacher educators, school and district leaders, policymakers, and researchers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]