Building on the work developed by Morrell (2003) on critical textual production, this paper provides a glimpse into a critical text produced by a student during a summer research seminar at a West Coast University. This paper highlights the process of critical textual production, the writing that resulted from this method and how a critical literacy framework provided a way for students to create high-quality writing and subvert mainstream discourses in pursuit of illuminating the racial and social inequalities in their schools.