Several theoretical and pragmatic questions arise when one attempts to employ feminist pedagogy in the classroom (or to study it), such as how to strike a balance between classroom order and instructor de-centering and how to productively address student resistance. In this article, the author describes how she took on her final project for a Gender and Pedagogy course. In undertaking the project, she looked for anthologies, volumes, and other scholarly work that addressed "the feminist classroom" as such--though it must be noted that most of these took issues of race, class, ability, and sexuality, and not simply gender, into account. Most of these materials were university-focused--though her first section looks briefly at secondary instructors and "the feminist classroom"--and some, but not all, made a distinction between undergraduate and graduate classes. In the first part of this article, the author examines several of these works. In the hopes of illuminating the further work that needs to happen around the issue, she discusses what instructors/theorists do and do not express--in their writings and to their students--about initiating feminist classrooms. She also establishes some working definitions of the feminist classroom from both the literature and her own field interviews with instructors and students. In the second part of this article, the author presents some initial reflections on her attempts at openly "launching" a feminist classroom--and the still-nagging sense that the literature on the feminist classroom and feminist pedagogy has not yet fully engaged with these initial queries. The author's approach to course and assignment design, as well as her solicitation of feedback from former students, constitutes only one version of being open with students about pedagogical desires. However, if the small amount of student feedback she received is any indication, such attempts may go further than educators realize in allowing them to practically live out their feminist ideals. (Contains 13 notes.)