This paper discusses issues of feminist implementation in teaching college composition, focusing on the difference between creating an equitable classroom environment versus imposing a specific point of view. It begins by discussing the difference between feminist pedagogy and feminist activism. The paper then suggests that a successful feminist pedagogy utilizes feminist leadership, which calls upon the leader to empower members of the group, to de-center the position of authority whenever possible, and to recognize and maximize members' interests and strengths. The paper concludes that what matters in feminist pedagogy is that the teacher be critical of his/her own pedagogy and also that he/she encourage and nurture students to become involved in the pedagogy and their own education. (Contains 15 references.) (EF)