Developing preservice and inservice teachers' sociopolitical consciousness remains an important part of supporting the success of P-12 student experiences. The authors recognize that one way to enhance the sociopolitical consciousness aspect of culturally responsive pedagogy/teaching is through experiential opportunities that support teacher development in this area. The authors propose the use of an alliterative framework (borders, boundaries, barriers, and bridges) and an analogy (seeds) to advance the sociopolitical consciousness of teachers. In this article, the authors (1) discuss culturally responsive pedagogy/teaching and the reported challenges of developing the sociopolitical consciousness aspects; (2) review the use of metaphors, analogies, allegories, and alliterations as tools to support teacher conceptualizations and practice of teaching; (3) detail two projects informed by an alliterative framework designed to advance sociopolitical consciousness; and (4) share implications for educators.