Students calling themselves the Las Vegas Activist Crew shut down the city's famed Strip on May 1, 2006, with an immigrant rights protest that was one of the largest demonstrations in Nevada's history. This research analyzes the ways that students engage in activism to improve their own social conditions and those of their communities. The theoretical framework for the study is critical race theory and Latina/o critical theory in education, which examine the intersection of race with ethnicity, class, gender, sexuality, language, immigration status, culture, and color. Data for this study were collected over five years, starting with the immigrant rights mobilization of 2006 and continuing to the present. A multitiered approach was used, including participatory action research, one-on-one interviews, and focus group interviews. This research reveals the importance of youth leadership and contests deficit thinking about Latina/o students. It supports the notion that advocacy for social transformation, which includes the immigrant rights movement, must be informed by a shared vision of social justice, one that calls for eliminating multiple forms of oppression--including, but not limited to, racism, classism, imperialism, patriarchy, sexism, homophobia, transphobia, citizenism, nativism, xenophobia, religious/spiritual discrimination, body discrimination, ageism, and colorism.