Developing critical consciousness, the awareness and action against marginalizing and oppressive forces, is a way for future teachers to identify and actively work against the inequities reproduced through traditional schooling. The purpose of this qualitative study is to examine how Latinx high school students enrolled in Pathways2Teaching, a grow your own (GYO) teaching program in urban settings in multiple states, express critical consciousness development as they explore the field of education. This study builds upon existing research calling for a more diverse teacher workforce and analyzes how developing critical consciousness can be an effective way for students to conceptualize teaching as an act of social justice. Findings illuminate how a justice focused GYO program has the potential to develop critical motivation, consciousness of racism, inequality, agency and motivation for making a difference in their communities. The implications of this study can be used to inform and support the program design for other grow your own programs.