This explanatory mixed-methods action research examined if the integration of Social Justice Education in a social studies classroom influenced students’ critical consciousness. This study’s participants (N=41), aged 16-18, all attended a suburban high school and were in a single semester social studies elective class that covered both constitutional and criminal law. Through the lens of Social Justice Education, instruction went beyond the scope of the course’s standardized textbook by integrating readings, documentaries, and videos that introduced new and oftentimes marginalized perspectives. The participants’ critical consciousness was measured by a Critical Consciousness Inventory (CCI) both before the integration of Social Justice Education and afterward to evaluate if critical consciousness would be significantly influenced. The participants also engaged with reflections that encouraged them to reflect on issues of oppression, meritocracy, and empathy. Survey data indicated that there was no significant change between pre- and post-tests. However, through reflections, students expressed the desire for Social Justice Education as they understand and feel angry about injustices in American society but are not comfortable taking meaningful action to aid in or create systemic change.