This study used feminist poststructuralist analysis to examine ways in which the relationships between college students and faculty influenced the enactment of feminist teaching. It used open-ended interviews with 22 faculty, the majority of whom were either affiliated with the women's studies program or were in a department in the School of Education, all of whom were employed at a large midwestern university, as well as observations of the teaching strategies and philosophies of two of the participants. Using the interview and observation data, the study examined how feminist teachers incorporated student experience into their teaching, identity construction in feminist teaching, political identity, and identity as a teaching tool. (Contains 27 references.) (MDM)