Critical consciousness, which stems from the work of seminal educator-activist Paulo Freire, is defined as the ability to recognize and analyze systems of inequality and enact the commitment to take action against those systems. There is a broad, problematic assumption that Black and Brown educators have heightened critical consciousness, which is related to the social identity of Black and Brown teachers as members of marginalized groups. The absence of critical consciousness in educational settings impacts the achievement of Black and Brown students, the decision making and wellness of Black and Brown educators, and society as a whole, as we continue to live in profound and violent discord with the aims of democracy and pursuit of “liberty and justice for all.” This qualitative study utilized a narrative inquiry approach, applying a life-history interview methodology which focused on the storied experiences of participants along a defined continuum, ranging from experiences as a student in K-12 institutions to experiences as professional educators. The findings from this study contextualized the effects of normalized isolation, complicity with hegemony, responses to systemic and interpersonal racism, and the impacts of critically conscious Black and Brown educators in educational settings. This study is part of a growing body of research that emphasizes the importance of creating structures in teacher preparation programs and teacher professional development that support critical teacher reflection and critical dialogue, so that educators are knowledgeable and empowered to be transformative agents of equity and justice. Ensuring that teachers are trained in critical consciousness and charged with the responsibility to develop the competency to analyze, interrogate, and take action against oppression holds transformative possibilities to improve achievement and motivation for students, while providing a gateway to a more just society.