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Richard Miller (Music), Katrina Liu (Teaching and Learning), and Arnetha F. Ball of the Stanford University Graduate School of Education recently published in Review of Research in Education, a key journal of the American Educational Research Association. This article systematically explores the place of counter-narratives in educational pedagogy and research. It proposes critical counter-narrative as a transformative methodology that includes three key components: (1) critical race theory as a model of inquiry, (2) critical reflection and generativity as a model of praxis that unifies the use of counter-narratives for both research and pedagogy, and (3) transformative action for the fundamental goal of educational equity for people of color.