It is within the overlap of three gaps in the literature on feminist classrooms (lack of initiation, student representation, and evaluation) that the authors situate this paper. In conceptualizing this paper, they wanted not only to describe a context from which others can consider their own present or future offerings of feminist, interdisciplinary classrooms, but to do so from a primarily student-centered perspective and one that traced the ways that the instructor mounted the course. The aim of this article is not to prescribe a pedagogic method, but rather to model the type of thinking that shaped the authors' Becomings experience and to demonstrate the potential outcomes that can arise when each participant is empowered as an equal stakeholder in the learning dynamic. They sought to reflect on their entire learning process from the initiation of their cooperatively named Becomings course to its delivery and assessment.