This article explores innovative pedagogical approaches in a Canadian critical disability studies program, showcasing liberatory pedagogy through praxis. It emphasizes integrating community engagement with academic theory, exemplified by diverse assignments empowering students as social change agents. Assignments include collaboratively developed applied outputs (e.g., comic books, board games), involving community leaders' lived experiences, and nontraditional capstone projects (e.g., educational materials, community events) fostering advocacy and inclusion. These initiatives challenge academic boundaries, transforming societal attitudes. The article enriches discussions on higher education best practices, urging educators to embrace critical, community-engaged learning opportunities. These initiatives prepare students to navigate and influence disability and societal dynamics. The authors advocate for an educational paradigm as dynamic as society, ensuring students effect tangible, positive change.