Employing a power-conscious, intersectional framework (Crenshaw, 1991; Dill & Zambrana, 2009), I argue educators must understand power, privilege, and oppression to effectively support and guide learning and development among student activists. Students from minoritized groups, including students of Color, women, and lesbian, gay, bisexual, and transgender (LGBT) students, frequently engage in activism because of their experiences with marginalization and face different consequences for their activist engagement than do White, male, cisgender, and heterosexual students. Recommendations for educators striving to support student activists include connecting student activism to student learning and development, developing strategies for managing multiple and conflicting roles on campus, and developing a power-conscious framework for engaging with students. (PsycINFO Database Record (c) 2019 APA, all rights reserved)