Human services educators and scholars maintain that they are teaching social change theory and skills that will allow students to engage in large-scale social change. A review of the literature, from a critical theory perspective, offered little evidence that social change is being taught in human services programs. In this collective case study, the perceptions of human services undergraduate and graduate students were examined to determine whether their social change education informed their knowledge and practice in meso- and macro-level social change. In addition, a quantitative instrument was used to obtain a limited amount of objective data about courses taken by students and their feelings of preparedness to engage in social change. The findings indicated that students had taken few social change courses, had little understanding of formal social change concepts, and felt unprepared to engage in large-scale social change. These modest results offer new information about a small sample of human services programs and students' perceptions of their social change education. This research will inform human services educators regarding the lack of focus on social change process in existing human services programs. In turn, programs can be modified or enhanced and students taught the methods of engaging in meso- and macro level social change activities, thereby increasing the number of change agents to address social inequity and social injustice within a broad range of human service systems. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]