The first chapter introduces critical self-study as a methodological approach in the self-study of teacher education practices (S-STEP), attentive to matters of equity and social justice and professional improvement. The chapter situates taking up self-study from this orientation as a response to the challenges of the present socio-political context, which threatens critical consciousness and the capacity to enact social change in the face of rising authoritarianism, the climate crisis, and attacks on academic freedom. Grounded in S-STEP, critical self-study is anchored in three commitments: engaging with critical consciousness, enabling equity through methodology, and enacting advocacy. The chapter explores critical and social justice perspectives in S-STEP work, as well as the use of “critical self-study” in the existing literature. It establishes the need for a systematic conceptualization of the term. The author introduces himself and how prior professional experiences and positionality contributed to and informed the development of the text. The chapter provides suggested readings, prompts, and an exercise to support readers in developing their own work. The volume is introduced as both a theoretical framework and a practical guide for teacher educators and others committed to applying research as a means of social change.