This paper uses mixed methods to document how a new charter school's curriculum facilitates in the development of a learning community. The study highlights diverse curricular practices that often do not take place in traditional public schools. The school's philosophy and curriculum, which is based in social justice, provides a unique environment where students have the opportunity to better understand the world around them while simultaneously building relationships with their classmates and teachers. Utilizing a methodological combination of observations, informal and formal interviews, document analysis, and a short survey, the paper provides a rich description of the implementation of a charter school's curriculum steeped in critical pedagogy.