Psychology has made advances in rectifying its historical negation of women's perspectives, as evidenced by a steady increase in women's scholarship and distinctly feminist works. However, in community psychology, the scope and magnitude of works generated both by and about women from a feminist framework have not kept pace with discourse on the nature of graduate education. The purpose of this article is to stimulate further discussion about the ways in which greater attention to the principles and practices of feminist pedagogy can enhance the interpersonal processes and content of community psychology graduate education. We provide illustrative examples of feminist pedagogy for community psychology from doctoral student and female and male faculty perspectives. We conclude by discussing the challenges to actualizing the potential for social action inherent in feminist pedagogy in relation to its apparent congruency with the principles and practices of community psychology.