Communication activism pedagogy (CAP) illuminates an array of ways to intervene into oppressive systems to promote just conditions, and CAP's transformative effects on students and communities have been substantively demonstrated (Frey & Palmer 2014). Yet, Frey and Palmer recognize that "social justice issues are long-term, large-scale systemic problems." Solutions to these problems thus require practitioners to think long-term and large-scale. As CAP continues to develop, the authors of this response essay believe one direction for future research should be the long-term impacts of this pedagogy with/on stakeholders. The authors offer a rationale and propose guiding principles for future research on long-term impacts. Impact can be summarized for students as academic, social, and civic growth; for faculty as the motivation to do similar work in the future and personal and professional development; and for communities as capacity building and social and personal growth. [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); Beyond the Charity-Service Paradigm: Building Ethical Platforms for Social Justice Education with Those Most Affected (EJ1142585); 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).]