Lawrence R. Frey and David L. Palmer describe communication activism pedagogy (CAP) as "putting meat on critical pedagogy's theoretical bones" and applying theory to real-life activist movements (Frey & Palmer 2014). Their hope is to inspire students "beyond matriculation to develop their roles as activists," and Frey and Palmer's examples of CAP instruction in their stimulus essay, "Communication Activism Pedagogy and Research: Communication Education Scholarship to Promote Social Justice," reflect this goal. All of their examples refer to projects beyond the college campus. In this response essay, the author suggests another direction for CAP instruction and research. Looking to our campuses for focus and inspiration would (1) acknowledge education and social justice as deeply interconnected, and (2) position CAP to address the unjust practices that currently compromise higher education. Without that internal orientation, CAP risks joining traditional service learning programs in perpetuating the belief that activism is a privilege rather than an imperative. [Other articles in this forum include: Communication Activism Pedagogy and Research: Communication Education Scholarship to Promote Social Justice (EJ1142582); A Call for an Ethic of Transformation in Communication Activism Education (EJ1142584); Beyond the Charity-Service Paradigm: Building Ethical Platforms for Social Justice Education with Those Most Affected (EJ1142585); 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).]