Social movement oriented citizenship (SMOC) centers on peaceful protest, proactive community involvement and participation in activities to support human rights and environmental protection. Research generally on SMOC is extremely limited; even more so is research that analyses the influence of school- and student-level, policy-relevant variables on SMOC. Using 1999 survey data on student civic knowledge, attitudes and behaviors, this study looks at this relationship in the context of Colombia. Controlling for background characteristics and student personal disposition, findings from regression analysis suggest that pedagogy and curriculum which encourage discussion, promote an open classroom climate, and implement a social movement-centered curriculum are positively and significantly related to the development in students of SMOC, while after school-related activities are not. (Contains 2 tables, 1 figure and 4 notes.)