The purpose of this study was to investigate the practice of critical pedagogy to enhance quality teaching in social sciences classrooms. To achieve this purpose, a phenomenological approach was employed. Tana Hayk Preparatory School which is found in Bahir Dar, Ethiopia was chosen using simple random sampling technique. Using lottery method, ten participants were selected from 5 departments which were taken using convenient sampling technique. An in-depth interview was employed to collect rich data. The results were analyzed through thematic analysis technique using interpretations and direct quotations. The findings of the study, therefore, revealed that teachers limit the students to bring their personal experiences to the class. It also revealed that there is top- down power relationships between the teacher and students wherein students are regarded as the only knowledge receivers from the teacher who is regarded as all-knower. Moreover, the finding showed that the banking model of education still exists in the teachers’ classrooms. In addition, teachers seemed to accept the idea that the primary purpose of education is to transform the society into one that is more socially just; however, they were not in a position to ground these issues in their classroom. Thus, it is suggested that teachers should value the basic tenets of critical pedagogy in their teaching. It is also recommended that the school principals should prepare training sessions whereby teachers can integrate the masterpieces of critical pedagogy in their classroom teaching.