In the United States, hate crimes and restrictive legislation concerning race, sexuality, and gender create unprecedented challenges for educators called to combat social issues (Salvador et al., 2023). Band educators face particular obstacles due to deeply rooted authoritarian traditions—prescriptive methods, competition-driven programs, and performance-based outcomes—that limit opportunities for critical work and student voice (Allsup & Benedict, 2008).This narrative inquiry (Clandinin & Connelly, 2000) explores how three secondary band educators implement critical literacy practices within traditional band structures. Grounded in Freire's (1970/2000) problem-posing Critical Pedagogy and conceptions of Critical Literacy, the research examines practical applications and systemic forces that support or hinder such efforts. I examined participants’ pedagogies and practices through Lewison et al.'s (2002) four dimensions of critical literacy: disrupting the commonplace, interrogating multiple viewpoints, focusing on sociopolitical issues, and promoting social justice. Examples included diversifying repertoire, modifying rehearsal practices, engaging in authentic dialogue, and creating opportunities for student voice.Despite these innovations, substantial barriers emerged, including competitive pressures, colleague resistance, community surveillance, restrictive legislation, and patriarchal structures within band education. To address such challenges, the concept of permeative teaching emerged- a strategic reframing of subversive pedagogy that infiltrates standardized curriculum with transformative perspectives. Rather than opposing education from the outside, permeative teaching emphasizes how critical perspectives can flow through and transform educational practices, centering student examination of their worlds without imposing predetermined ideological outcomes.The purpose of this session is to share concrete strategies for implementing critical literacy practices in performance-based settings while navigating contemporary political and professional challenges. Findings suggest that critical literacy does not require abandoning musical traditions but rather thoughtful integration of practices that honor both musical excellence and social responsibility. For practitioners, this includes accessible entry points such as diversifying repertoire and encouraging student dialogue about musical experiences. For teacher educators, the findings highlight urgent needs to model critical literacy implementation, engage with critical theoretical frameworks, and develop practical strategies for navigating resistance.Ultimately, band educators face a critical choice: continue reproducing hierarchical traditions or transform their practice to serve an increasingly diverse student population in a complex world. The research demonstrates that embracing critical literacy practices represents not a barrier to musical excellence but a pathway to more inclusive, democratically relevant music education.