Following the postmethod pedagogy, the spotlight has turned to language teachers, and how their beliefs, experiences, and knowledge have been valued, because it is the teacher who knows both her learners and her classroom contexts best, and can also fulfill the postmethod promises. However, how can the field of language teaching cultivate language teachers who can have their own contextualized praxis? As such, the present study aims at taking deeper steps into the critical teacher education territory. The present researchers firmly believe that critical language teacher education is increasingly important to the success of individual language teachers. Therefore, as a possible contribution to the field of TESOL, this study may provide some insights into the preparation of much-needed critical language teachers by providing them with various types of opportunities informed by a Freirean critical pedagogy perspective.