This article describes a project that encourages the development of a critical-pedagogical perspective in an undergraduate small group communication class. The project provides a transition from ideology to practice by combining activities that have been connected to critical communication pedagogy--service learning and autoethnography. The objective of this activity is for students to apply small group communication principles to a service learning project and learn how autoethnography is a means of writing reflexively about their experiences. Specifically, students will do so by: (1) applying their understanding of oppression to their own lives; (2) analyzing how their community experiences relate to other experiences in their lives; (3) evaluating power relationships; and (4) creating a coherent piece of writing that reflects their learning about power in society. A list of references and suggested readings is included.