While critical pedagogy, as introduced by Paulo Freire (1970), carries an extensive legacy of theoretical interpretation for rhetoric and composition praxis, this study argues that there is a lack of implementable models of practice in the context of first-year writing, particularly for new instructors and graduate teaching assistants. This study uses a three-part methodology. First, relevant scholarship is synthesized in four parts: critical pedagogy as theory, critical pedagogy as design for instructor accompliceship, critical pedagogy as method for students, and relevant critiques. Then, the project summarizes a gloss analysis of institutional climate, including a list of theory-informed, self-reflective instructor pre-work questions. Finally, the central model-building is conducted through a theory-informed coding of the Virginia Tech University Writing Program blueprint Literacy Narrative and Worknets projects. The result of this approach is a proposed implementable model (Miller, 2014) of critical pedagogy in practice for English 1105 at Virginia Tech, including invitational language, scaffolding exercises, and supportive assignments to affirm student agency, engage in instructor accompliceship, and create a climate of love and care in the writing classroom. This model is designed to transform critical pedagogy from unapproachable methodology to workable method that empowers and encourages instructors to try alternative approaches to the classroom. Implications of this work include furthering of diverse, inclusive methods of pedagogy that interrogate power boundaries, honor student/instructor identities, and complicate institutional power structures for WPAs and instructors. / Master of Arts / This project describes an approach to teaching first-year writing at the university level that is based on Paulo Freire's (1970) theory of critical pedagogy, a school of thought that centers the student as the authority in the classroom, rather than the teacher. Essentially, Freire (1970) argues for allowing students to explore their identities, their autonomy, and their existing power imbalances within their education, while the teacher stays out of the way. Possible effects of teaching in this way include a classroom that embodies empathy, care, and engagement for students, as well as a larger awareness of complex power structures. However, one of the largest problems within this scholarly conversation is a lack of suggestions for how to "do" critical pedagogy. While critical pedagogy exists widely in scholarly theory as a methodology, or study of methods, there are very few actual methods—or practical, repeatable, theory-based suggestions—that instructors can implement in their teaching. This study seeks to answer how the institutional climate—the branding, goals, and policies—of Virginia Tech invites an approach of critical pedagogy, as well as what a method of critical pedagogy might look like in the context of two projects within one of Virginia Tech's first-year writing courses. This project first considers relevant background scholarship on critical pedagogy before conducting a two-part analysis: first of the institutional landscape of Virginia Tech, and then of the two projects in their original format. The result is a model of practice that is usable and applicable for instructors teaching writing at Virginia Tech.