This study reports findings from a discursive analysis, informed by discursive psychology (DP), of 43 preservice teachers' 685 written reflections related to critical language awareness (CLA). The findings highlight the discursive features preservice teachers employed to construct their CLA. Three major patterns of discursive changes were unearthed which make the development of preservice teachers' CLA visible: change from generic statements to deeper scrutiny; change from broad suggestions to specific recommendations; and change from claiming the known to the curiosity of exploring the unknown. The findings of this study offer insights for teacher educators to make sense of preservice teachers' discursive changes and features in the process of developing CLA and to create stage-appropriate inductive questions to help preservice teachers engage in continuous critiques through written self-reflections.