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Abstract Efforts towards providing inclusive science and mathematics education for marginalized students are increasingly found in literature advocating for equity-oriented instruction through supporting students’ critical consciousness. Despite a growing body of research centering on teachers’ development of culturally relevant pedagogies, studies examining how teachers support students’ critical consciousness development are scarce in the context of science and mathematics education. Thus, this systematic review uses empirical literature on critical consciousness to explore teachers’ experiences integrating sociopolitical issues into their science and mathematics classrooms. Using keywords synonymous with critical consciousness, 19 studies were identified through searches in various databases. The 19 studies were analyzed through an iterative coding process to identify how teachers supported students’ critical reflection, critical efficacy, and critical action by analyzing reported incorporation of sociopolitical issues, instructional strategies, and science and mathematical practices. The results highlight four themes: (1) Teachers discussed sociopolitical issues at various distances to the self (2) Classroom discussions and community projects were used to engage students in their critical consciousness (3) Science and mathematics instruction and sociopolitical issues were used synergistically to further student understanding (4) Critical efficacy was seldom explicitly discussed in the studies. Implications of this study include suggestions for future research and practices.