This investigation examines how students responded to the content and critical approach in an undergraduate course in Hispanic linguistics titled "Bilingualism in the Spanish-Speaking World." To enhance learning, students participated in one of two high-impact practices (HIPs)--service-learning or a research investigation--as their final project. On an end-of-course questionnaire both final project groups strongly indicated that they would advocate for and educate others about linguistic diversity. Findings also suggest that both HIPs fostered meaningful connections to the critical topics covered in class. To conclude, recommendations are offered for how K-16 programs might include "linguistics" lessons that emphasize social justice.