Juvenile justice education (JJE) plays a critical role in supporting adjudicated youth, yet systemic challenges often disrupt educational experiences, leaving students' unique needs unmet. The problem addressed in this study is that the predominantly minoritized student population in juvenile justice settings faces marginalization due to factors such as diverse learning needs, race, family structure, and socioeconomic status. While some interventions within correctional education have led to improved outcomes, there is a significant gap in research on developing curriculum and pedagogical practices that effectively serve adjudicated youth beyond correctional facilities. The purpose of this qualitative study was to examine juvenile justice educators' perceptions and understandings of their curriculum and how the implementation of critical pedagogies may have positively impacted adjudicated youth. Using narrative inquiry, six educators shared their experiences, providing insights into their perceptions of their students and curriculum. Data were collected through semi-structured interviews, transcribed, and analyzed to identify key themes. The analysis revealed five themes: (a) safety from circumstances, (b) celebrating identity, (c) encouraging autonomy, (d) belonging to a community, and (e) hope that grows, each with specific subthemes. Results indicated that educators feel a strong connection to their students, recognizing them beyond their past mistakes and adapting their hidden curriculum to better serve them. However, the study highlighted ongoing frustrations with frequent interruptions and inadequate prioritization of educational time. The findings also suggested that effective education within juvenile justice facilities requires a strong sense of community, culturally responsive teaching practices, and prioritization of uninterrupted learning time. Recommendations include further research on strengthening connections among juvenile justice educators, integrating culturally responsive pedagogy, and enhancing collaboration with students' home schools to support smoother transitions upon release. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]