One relatively recent paradigm that considers the transformative, subjective, contextual, wholeness, sustainability, and pluralistic nature of knowledge and society is critical pedagogy. By focusing on social justice, discourse, and critical consciousness in education, critical pedagogy—which has its roots in the writings of Paulo Freire, Henry Giroux, and other transformative educators—challenges conventional teaching paradigms. This study examines the philosophical grounds, conceptual underpinnings, and necessity of critical pedagogy in teacher education. The study emphasizes how teacher preparation programs can be redesigned to promote justice, democratic participation, and emancipatory learning through the use of critical pedagogy. In order to develop socially conscious teachers who can confront structural injustices in the classroom, this paper makes the case for the inclusion of critical pedagogy in teacher education by looking at theoretical frameworks, real-world applications, and difficulties.