Research indicates a need for middle and secondary teachers to become knowledgeable about how to teach for social justice. This study aims to better understand current challenges, strategies, and perspectives of English critical pedagogy through the lens of culturally relevant teaching practices. Purposeful criterion sampling gathered current practitioners who have completed the Middle Grades or Secondary Education ELA methods courses at The University of North Carolina at Charlotte. The methodology of the study includes a pre and post-survey and one focus group discussion, examining the perspectives of practicing teachers on what it means to teach for social justice and implement social justice topics through culturally relevant teaching. The data collected was triangulated and coded for consistency. A formulation of themes arose in hope of better understanding current challenges, strategies, and perspectives of critical social justice pedagogy in the field of English education. The findings highlighted how authentic teaching practices can lead to honest conversations with students. Additionally, social media integration in relation to current event analysis, understanding and applying student interests, and meeting students where they are are critical when implementing social justice practices. A limitation of this study would be its small, specific sample size of only middle and secondary participants, raising possible concerns of replication to a larger population. Future research should be focused on how to further integrate social justice practices in other academic disciplines.