Early childhood teachers are expected to participate in regular self-review processes that often include the analysis of documents such as centre philosophy and policies. The Education Review Office has identified the need for better analysis of the information gathered for self-review. This article suggests the application of a critical discourse analysis approach to self-review processes. It explains how critical discourse analysis can be used to support teachers to reflect upon taken-for-granted beliefs, identify unequal positioning of discourses, and improve and transform practices. Some reflective questions are provided to guide the application of critical discourse analysis in self-review.