A journey of a thousand miles must begin with a single step' (Lao- tze 550 BC). This thesis records the beginning of a journey undertaken by a year seven class and myself as their class teacher into the field of critical literacy. Along this journey my role was one of teacher, researcher learner and guide. The goal of the research was to teach critical literacy skills to my year seven class in a suburban primary school in South Australia. My aim was to have the children use these critical skills to question non- fiction texts in order to be less passive consumers of text by exploring how, and in whose interests, various readings are constructed. 'We read as we have been taught to read, and until we have been taught to look for certain things we will not see them' ( Scholes, 1985, p.6). It was anticipated that as a result of undertaking this research in critical literacy the students would begin to develop the ability to 'look for certain things'. These were: stereotyping and racial bias; the ways in which texts position readers; whose interests are served by particular readings; taken for granted or dominant readings; the gaps and silences in texts; and the historical and social context in which the text was written. The main questions framing the investigation were: to what extent are students able to critically examine texts? Which activities help children to challenge texts? What kinds of questions do children ask about the texts? To what extent do children resist critical approaches to texts? And what role can I as teacher play in supporting the development of critical literacy skills? In addressing these questions through a series of lessons over one school term, I wanted to help my students understand how various readings are produced and to try and identify whose interests are served by those readings. This approach is based upon Scholes' (1985) belief that our job is not to produce 'readings' for our students, but to give them the tools for producing their own. In the research colonial versions of Australian history as they relate to Aborigines were challenged and linked to racism.