Critical literacy situated within a critical theoretical and pedagogical paradigm focuses specifically on exploring the sociopolitical implications of texts and challenging information rather than taking it at face value. The present study constitutes a case study that describes the perceptions and experiences of seven preschool teachers who employ critical literacy in their early childhood classroom and how their pedagogy fits within the existing themes seen in the early childhood literature. Specifically, this case study is an instrumental collective study, consisting of in-depth interviews. Through qualitative analysis of these interviews a variety of specific pedagogical methods for implementing critical literacy are explored. These include critical questioning: (including questions based on children's experiences as culturally relevant pedagogy, bibliotherapy, and the children's interests/questions), critical literacy to explore multiple perspectives (such as within: common children's stories/fairytales, social justice/diversity books, and historical/ non-fiction texts), and taking direct social action. Additionally, other methods of teaching for social justice are described by the participants as well as their views on the developmental appropriateness and the challenges they experience when employing critical pedagogy with young children. Additionally, this research provides insight as to how critical literacy can be progressivist/constructivist based through the role of play and extension activities.