This article introduces a four-paper cluster, included in this issue of "Feminist Teacher," in which the authors take up the challenge to dismantle the perceived dichotomy between feminism theory and practice. The authors analyze specific theory based feminist pedagogical practices, which are employed on four very different campuses with four content areas (general education, body politics, environmental studies, and women's history) that engage with students' frequent (and understandable) resistance to feminism's unsettling work. Drawing upon theorists such as Kuh, Zeilinger, Alaimo and Heckman, the authors write that their courses use "high-impact practices" (HIPs) that invite students to "walk the (feminist) walk" through exercises in collaborative learning, role-playing and identification, material alterations and corporeal actions, and re-inventing daily tactics. These high-engagement classroom activities anticipate preconceptions students bring to their classrooms, support them as they enact often unsettling critiques of hegemony, and provide contexts in which they can "come closer" to feminist histories and communities as they discover the pleasures of feminist engagement. Through their analysis of pedagogical strategies, the authors of this article argue that an analytic understanding of ideology is insufficient in effecting change. They argue that "doing" feminism, means crafting goals and assignments that challenge and inspire students as they take risks with intellectual and material engagement with feminism within and beyond the classroom.