It is confusing to be a feminist student. Deconstruction is "de rigueur"; reconstruction less so. Awareness rises while answers recede. Feminist students seek out learning experiences that disrupt, empower, and make them feminist students not only by what they learn, but also by how they learn, by the pedagogy in which they engage. Certainly there are many debates over the theory and practice of feminist pedagogy and by extension feminist learning. As a recent recipient of a BA degree in women, gender, and sexuality studies, the author wishes to contribute to this conversation by commenting on feminist pedagogy from a student's perspective. Principally, she wishes to speak to the process of feminist learning as a student influenced by the writing of Chicana feminist scholar Gloria Anzaldua, specifically her narration of the dynamics of marginalization in "Borderlands/La Frontera: The New Mestiza." Her interpretation of "Borderlands/La Frontera" transforms Anzaldua's discussion of Chicana feminist identity formation into a framework through which to interpret her undergraduate experiences and studies of feminist pedagogy and to direct her future feminist learning both in and out of the classroom. (Contains 11 notes.)