This study documented the critical practices of four bilingual elementary teachers through ethnographic methods. The research questions focused on their definitions of critical pedagogy and on the influence of the teachers' biographies and school environment on their practices. Data collection at two California Bay Area schools included individual interviews with the teachers, the school leaders, and the students, as well as weekly observations of the schools and classrooms. The multiple case study analysis unveiled practices centered on: respect for the students' families and language; teaching to embrace difference; a curriculum inclusive of the students' life experiences; the planning of self-directed learning experiences; and the inclusion of student choice. The school environment influenced the implementation of critical pedagogy in positive and negative ways. Although the leadership at these liberal schools encouraged critical practices, the lack of resources and time to plan consumed the teachers' energy. (Contains 48 references.) (Author/SM)