This paper explores the intersection of discourse and learning through a critical lens, emphasizing the significance of language in shaping educational practices and outcomes. Employing Critical Discourse Analysis (CDA) as the primary methodological framework, the study examines how language use in educational settings influences power dynamics, identity formation, and knowledge construction. Through an analysis of classroom interactions, educational policies, and curricular materials, the research reveals the ways in which discourse reflects and perpetuates societal norms and inequalities. The findings underscore the importance of critically examining language in education to foster more inclusive and equitable learning environments. By highlighting the role of discourse in shaping educational experiences, this paper advocates for the incorporation of CDA into educational research and practice to promote transformative pedagogy and empower learners.