Ladson-Billings (2014) asserts educators often fail to carry out a critical form of culturally relevant pedagogy (CRP) by neglecting the development of sociopolitical consciousness and attending to limited understandings of “culture.” Using narrative inquiry, this study explored preschool teachers’ narratives on various factors which influenced their implementation of CRP with an emphasis on sociopolitical consciousness development by engaging young children in lessons on racism and racial justice. Our findings indicate that teachers’ beliefs and commitments, social justice driven school culture, and a flexible Montessori curriculum contributed to their implementation of CRP in order to teach for social justice. (author abstract)