The Children's Defense Fund Freedom Schools provide literacy-rich, summer experiences for both the K-12 children they serve and the servant-leader interns who serve as teachers. In this article, the author expands upon the scholarship of preparing teachers to be culturally responsive pedagogues of language arts instruction by illuminating components of the Freedom Schools' curriculum, teacher-activist preparation, and the servant-leader interns' perceptions of language arts. The preparation of the interns as teacher-activists provided opportunities that allowed for the cultivation of knowledge, skills, and dispositions needed to use language arts as a transformative vehicle for social, cultural, and historical awareness as well as social action. (Contains 2 tables and 2 footnotes.)