Historically, the teaching of literacy in American classrooms has been "restricted to formalized, monolingual, monocultural and ruled-governed forms of language" (The New London Group, 1996, p. 60-61) which disproportionately negatively affects bilingual children of color. In this case study we aimed to understand how bilingual second graders collaborated 1:1 with pre-service teachers to enact social change through critical literacy tutorials using a LatCrit framework. Findings show how bilingual students took up social action through critical literacy tutorials and the stories they authored about themselves, their learning and their families.