Communication activism pedagogy for social justice (CAP) is a relatively new approach to social justice education in the communication discipline. CAP teaches students in the classroom about social justice and then has them engage in social justice communication activism (SJCA), "us[ing] their communication knowledge and resources to work with [oppressed] community members [and/or activists] to intervene into and reconstruct unjust discourses in more just ways" (Frey & Palmer, 2014a, p. 8). Because CAP is less than a decade old, the limited scholarship about it is has been either conceptual essays explicating CAP (e.g., commitments and principles) or case studies of the SJCA engaged in by students in courses in which instructors employed CAP. This qualitative, applied, survey study sought to contribute to the literature by investigating how instructors employing CAP conceptualize that pedagogy, especially in relation to Frey and Palmer's (2014a) original conceptualization; teach courses using that pedagogy ("CAP courses"); and challenges they experienced teaching those courses. To study those foci, I solicited and analyzed syllabi of courses in which instructors employed CAP, and I interviewed some of those and other instructors who use that pedagogy. The findings showed that interviewees' conceptualization of CAP generally aligned with how it originally was conceptualized, although some wanted to broaden CAP's view of the communication activism in which students engage, from requiring that it promote social justice to students choosing the focus of their activism, even if it was directed toward creating and/or perpetuating social injustice. Perhaps most important, instructors' conceptualizations of CAP did not align with how they taught CAP courses. Specifically, although most instructors oriented their courses toward social justice, most did not require students to participate in SJCA, making them critical communication pedagogy, not CAP, courses. Moreover, when SJCA was required, instructors allowed students to engage in on-campus activism and to choose whether to have partners, rather than, as per CAP's initial articulation, students engaging in activism off-campus in collaboration with oppressed community members and/or social justice activists. Finally, interviewees identified three sets of challenges they had experienced teaching CAP courses that were associated with students, community partners, and the U.S. university context. I discuss the significance and implications of the findings for theorizing CAP and teaching CAP courses and offer recommendations that include an expanded typology of CAP instruction comprised of "Pre-CAP" courses that prepare students to engage in SJCA, "CAP-Light" activities that engage students in short-term SJCA (in addition to or in place of a semester-long assignment), and CAP courses that have inclusive policies about where and with whom students engage in SJCA. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]