In the past two years, three graduate students and a senior faculty member have co-taught a participatory action research (PAR) course to undergraduate and graduate students. In this article the co-teachers advocate a set of pedagogical principles and practices in a PAR-oriented classroom that establishes congruency with community PAR projects in which students participate. PAR in the classroom parallels, supports, and amplifies PAR lessons students learn in their community partnerships. (Contains 9 notes.)