The educational outcomes of critical pedagogy, especially the process of acquiring a critical consciousness, are frequently stated in the critical literature. Unfortunately, research illustrating the successful process of facilitating a critical consciousness among preservice teachers is limited. This research begins to address this significant knowledge gap by exploring the critical learning experiences of preservice teachers who have been taught by critical pedagogues while enrolled at a Faculty of Education. Charmaz' (2011) constructivist grounded theory was used to examine the course based critical learning experiences from the perspective of both preservice teachers and the critical pedagogues that taught them. This paper focuses on two key themes illustrating the variables that mediated the process of facilitating a critical consciousness.