In the spring of 2012 students at the University of Massachusetts Amherst School of Education received national attention when they refused to participate in the field test of a teacher performance assessment being run by Pearson Incorporated and Stanford University. Students, led by their professor, demanded they be given informed consent about the confidentiality and security of their work and the option to choose to participate or not in this research. Seventeen days after their story of resistance to Pearson was published in the New York Times, Barbara Madeloni, the professor who supported them, received a letter of nonrenewal from the university. In this essay, Madeloni and one of the students who refused Pearson's field test, Rachel Hoogstraten, reflect upon the choice to resist, the power of solidarity, and the implications for them as individuals and activists. (Contains 1 footnote.)