An assignment about protesting was given to students in an upper-level undergraduate women's studies course to provide them with experience and skills in political protesting and to promote feminist activism. The students selected for their assignments: (1) a letter writing campaign against Robert Bork's Supreme Court nomination; (2) a picket protesting a court decision about child custody rights; (3) marching in the 1987 Gay and Lesbian March on Washington, D.C.; (4) a complaint to television networks about sexism; (5) a complaint to local police about the handling of a local incident; (6) a challenge to a Christian college about the pressure to date and marry; and (7) a protest against a campus contest. The assignment's outcomes included the ability to identify specific issues and targets, to learn political strategy, and to effect student feelings of efficacy. Some cautions to instructors adopting this learning experience included: (1) the assignments must be nonthreatening to the student; (2) decisions for students should be avoided, but suggestions should be provided; and (3) instructors should be able to judge a student's emotional stability. Two references were provided. (DJC)