Two university professors investigated whether or not specific pedagogy contributes to raising students' self-awareness and development of critical thinking regarding issues of social justice. This paper describes two pedagogical tools used in the study: the Roundtable and the GRECSO model. The Roundtable is a whole-class activity that explores ideals of equity, shared leadership, appreciation of differences, authenticity, values clarification, and self-reflective listening and speaking. GRECSO is an interactive classroom activity exploring six socially constructed categories of gender, race, ethnicity, class, sexual orientation, and ability. This paper reports on research investigating students' perceptions of the influence of the Roundtable and GRECSO activities on their understanding and actions concerning issues of social justice, especially in their organizations and workplaces. The following are appended: (1) Roundtable Guidelines; and (2) GRECSO.