In this essay we discuss the shared vision for a critical Latinx pedagogy that has emerged from our five-year collaboration as professor and TA of a large undergraduate Latinx history course. We discuss specific classroom practices through which we seek to "embrace," "engage" and "empower" diverse Latinx students; to provide non-Latinx students with a new appreciation of the centrality of Latinx experiences within U.S. history and an opportunity to reflect on how their own identities and experiences are intertwined with those of Latinx and other minoritized Americans; and to foster new solidarities and social justice commitments among students of all backgrounds.