Action research, particularly done by teachers, has had a contentious, decades-long history. As a form of social inquiry, action research has been designed to make it easier for members of social groups to create social change within their communities. Rather than conducting research that focuses on an outcome, action researchers focus on the process of change. Community members are positioned as learners, making productive and just decisions (Glassman, Erdem, & Bartholomew, 2012). Nevertheless, despite the potential of action research to impact schools and school communities in positive ways, teacher research has often been marginalized within the academy and social sciences. These are trying times for teacher research. Fewer decisions are being left to teachers, and "scientifically-based research" is having a greater influence on policy (Cochran-Smith & Lytle, 2009). Quality teacher research that illuminates community voice and works to create social change is necessary. In this article, urban teacher Brian Horn describes how he learned with his 8th grade Language Arts students at a Title I school the ways in which schools can empower students to engage in praxis, reflect, and act upon the world in order to transform it (Freire, 1970), through the implementation of critical inquiry. Drawing on sociocultural theory, critical literacy and interpretive research, this study privileges students' voices through their schoolwork and research. By illuminating students' voices, this research seeks to clarify: (a) how school disempowers students, (b) how school empowers students, and (c) how urban teachers can empower students to engage in praxis through a consistent student-centered, justice-oriented, and action-based pedagogy. Horn concludes the article by identifying three key nuances when considering student empowerment and moving from knowledge to praxis.