Critical consciousness (CC) scholarship frames how more marginalized people deeply analyze, feel empowered to change, and take collective action to redress perceived inequities. These three dimensions of CC correspond to critical reflection, motivation, and action, respectively. This paper aims to re-center action in CC scholarship, given the disproportionate attention that has been paid to reflection. To achieve this aim, this paper (a) reviews empirical associations between critical action and positive developmental consequences among more marginalized youth (b) highlights promising practices to foster critical action, and (c) notes open questions and key areas for future inquiry. Our hope is that this paper serves as a call to action, to re-center critical action in CC scholarship, policy, and practice. [This paper was published in "Child Development Perspectives" v15 n1 p12-17 2021.]