In this forum response essay, the author proposes that the largest challenge "and" benefit of Communication Activism Pedagogy (CAP) is bound up in a small but significant word in Frey and Palmer's (2014) definition of Communication Activism Pedagogy: "with." Working "with oppressed community members" challenges the paradigm of higher education service learning that works "for" or in "charity" to the oppressed. Charity-based paradigms may be supportive in critical direct-service based tasks, such as those necessary to operate community food pantries, but can prove quickly problematic if students attempt premature and under-informed public activism and outreach. It is the word "with" that creates capacity for communication students to intervene in radical and productive activism in their communities, and it ultimately distinguishes CAP from charity-based service learning. The author details seven major suggestions to be considered as educators expand CAP scholarship, build curriculum, and enact social justice in their classrooms to work emphatically "with" oppressed community members. [Other articles in this forum include: Communication Activism Pedagogy and Research: Communication Education Scholarship to Promote Social Justice (EJ1142582); Look to Our Campuses for Focus and Inspiration (EJ1142583); A Call for an Ethic of Transformation in Communication Activism Education (EJ1142584); Long-Term Impacts of Communication Activism Pedagogy: Guiding Principles for Future Research (EJ1142586); Expanding CAP's Interventionist Model and Developing Proper Learning Rubrics (EJ1142587); Critical Pedagogy Meets Transformation: Creating the Being of Communication Activists (EJ1142588); Turning Communication Activism Pedagogy Teaching into Communication Activism Pedagogy Research (EJ1142589); and Four Typologies of Communication Activism Pedagogy (EJ1142590).]