Purpose: Preparing preservice teachers to become critical literacy educators is integral to creating social justice classrooms. Numerous theoretical frameworks have been used to introduce critical literacy to preservice teachers. The commonality between the frameworks is the focus on analyzing literature. This paper aims to present an alternative to critical literacy education with preservice teachers. Design/methodology/approach: Using practitioner action research, the author investigates critical literacy education through documenting preservice teachers and a teacher educator unpack their relationship with power and literacy in a critical literacy workshop. Findings: The author describes the benefits of introducing critical literacy to preservice teachers through investigating their relationship with literacy and power. Practical implications: This innovative approach to critical literacy education for preservice teachers the study documents the importance of investigating critical literacy through self-exploration rather than studying the theoretical concept. Originality/value: This work not only details an innovative approach to critical literacy education but also makes the case to embed critical literacy throughout teacher education programs.