My purpose for writing this commentary is to reflect on how one teacher attempted to utilize the philosophies and practices of Paolo Freire, Augusto Boal, and Myles Horton in a graduate level, educational foundations classroom. I take as my premise the view that pedagogical practice is political and that the processes of studying and changing practice are also political (Kemmis and McTaggart, 2000). The commentary is a testimony about how I attempted to construct ways in which classroom relations would encourage participants to engage with each other and the instructor in confrontational interaction to expose and examine held values and construct new meaning. I encouraged class participants to be part of a social experience that emphasized intersections of political errors in relation to schooling in the United States and to seek ways to facilitate change toward a more egalitarian and just society through education and social action.