▼ The purpose of this study was to examine the extent to which preservice Integrated Social Studies teachers defined, implemented, and understood critical pedagogy. Questionnaires were administered, from the returned questionnaires, ten participants were chosen for further analysis. These ten were split into two groups of five, one group that indicated an understanding of critical pedagogy and a second group that indicated a lack of understanding. All ten participated in an initial oral interview. The five participants who indicated an understanding of critical pedagogy were asked to create a lesson plan implementing critical pedagogy after which they participated in a follow-up interview. The questionnaires, lesson plans, and interviews revealed that the participants in this study were unable to correctly define, implement, and understand critical pedagogy. Furthermore, the participants’ responses indicated all ten believed critical pedagogy to be the equivalent of critical thinking. The results of this case study showed that much needs to be done to correct misconceptions and misunderstandings that preservice teachers have of critical pedagogy. Advisors/Committee Members: Frans, H. Doppen.