This study explored the experiences of educators interested in sociocritical approaches to renewable energy education in the energy focused and politically charged province of Alberta and other regions of Canada. A generic qualitative methodology was enacted through semi-structured interviews to better understand the challenges that they face, successful strategies that they employ, and the broader curricular, policy, and societal implications of such considerations. The findings of this study provide important insights for educational stakeholders such as teachers, administrators, academics, and government and community leaders in developing future initiatives, resources, curricula, and partnerships.