Increasingly, teachers are using consciousness raising pedagogies such as culturally relevant, responsive, sustaining, and social justice pedagogies. However, little attention has been paid to teachers engaging in this work with students of privileged backgrounds (e.g., white, affluent students) and in mathematics. The present study addresses this gap by examining critical consciousness development with social justice pedagogy focusing on 10 students in one-sixth grade mathematics class in an independent social justice-oriented K-8 school in a large, urban city in the Bay Area, California. Analysis of student interviews, student work, and field note data indicate that eight of the 10 focus students gained critical mathematics consciousness, conceptualized as improving sociopolitical understanding, developing critical civic empathy, and taking action.