This article explores the potential of challenge-based learning (CBL) for feminist pedagogy. In a qualitative case study of an introductory mass communication and social theory course, students were more likely to indicate sophisticated, intersectional understandings of course concepts following the CBL project. Before the CBL project, students spoke tentatively and hypothetically about "making change." Self-reported ability to take action was defined passively and negatively. In contrast, after the CBL project, students employed positive frames when discussing ability to act, and proposed avenues for action were expanded. The paper concludes with a discussion of how faculty might incorporate CBL.