Drawing on recent decades, literature in college writing that theorizes the importance of Critical Language Awareness (CLA) curricula for African American Language (AAL)-speaking students, this article offers empirical evidence on the design and implementation of a college writing curriculum centered on CLA and its influence on AAL-speaking students' language ideologies with respect to both "speech" and "writing." Qualitative analyses of students' pre- and-post-Questionnaires and the researcher's field notes demonstrate that the curriculum helped students view AAL as an independent, natural, and legitimate language and view themselves as critically conscious thinkers and writers--more likely and willing to develop their academic writing skills and the strategies that support employing their native language in writing--for example, code-meshing strategies. This study offers important implications for college writing instruction.