When students take a stance on authentic social issues in their English classrooms, they have the opportunity to imagine their world as otherwise. Along with attention to other intellectual skills and civic skills, educators should prioritize the development of imagination, as it is "crucial" if students are to "project and embrace a vision for the future." Social action literacy projects can provide openings for this imaginative way of thinking. In turn, students can see the world as activists, conscious of the potential for social change and prepared to engage in the effort. In this article, the author describes the unfolding of the social action literacy project and two students' experiences. She shares these cases with the belief that teachers can learn from youth, as their responses to the project illuminate the ways social action can provoke adolescents' imaginations in English classrooms. (Contains 1 note.)