In this article, the authors call for tying service learning to feminist agendas, emphasizing civic activism involving true collaboration with communities. They report on a graduate seminar, "Feminism and Composition," at their own university that worked toward this goal by having students self-reflectively participate in local organizations that helped women. The authors analyze the course, using their different perspectives in interpreting the experience and its effects within and beyond the graduate classroom. They critically evaluate the potential for implementing feminist pedagogical goals through experiential, social projects in other institutions within our communities. Appendices present a course overview of "Feminism and Composition" and a volunteer assignment for this course. The following are appended: (1) Course Overview; and (2) Volunteer Assignment. (Contains 3 notes and 19 works consulted.)