This study explores what critical literacy could look like in an early childhood setting in Aotearoa New Zealand. In particular, it explores the work of a teacher- researcher and a small group of pre-school children carrying out critical literacy activities over a defined period of time. The research data was gathered using qualitative methodological approaches. Qualitative data was collected by videotaping the research activities, and by the teacher-researcher actively reflecting on those activities. Additional perspectives were provided by a critical friend, and by interviews with some of the parents of the child participants. The major findings from this study indicate that critical literacy learning with preschool children is possible. Additional findings of this research indicate that the use of multimodal literacies supported critical literacy learning, by creating opportunities for children to interact meaningfully with texts. The third finding of significance was that children were more engaged with critical literacy learning when they cared about the text being used. The study implies that critical literacy work with preschool children is possible. This work could inform other early childhood teachers either considering a critical literacy approach, or already involved in critical literacy teaching.