Fifty years ago, Sherry Arnstein presented “a ladder of citizen participation,” highlighting the relevance of citizen participation for the social imperatives of her time. Today, there is widespread emphasis on public participation in planning practice. Planning education stresses its importance in addressing the principles of social justice. This prompted us to explore how graduate students on the threshold of becoming planning practitioners designed public engagement tools, and facilitated participation to examine proposed transit-oriented development plans. Our paper analyzes the nature of their engagement and reflection, spotlighting the potential and pitfalls of doing public participation. We find that enabling critical pedagogical approaches to engender collaborative and reflective practice benefits students, educators, and the profession in distinct ways.