Internet users worldwide turn to Wikipedia, the web-based, open-content encyclopedia, for basic information on all subjects. There is much to concern an academic audience in the encyclopedia's prominence: bases for evidence are different from those used by scholars; no expertise is required to edit an article; the site is a target for "trolls," vandals who actively undermine the site's veracity; and guidelines prohibit contributions based in original research. Many users, students included, have come to see Wikipedia as an objective source for factual data in a wide array of topics on which they do no further research. This article examines the problem Wikipedia has posed to women contributors, the importance of improving the female presence in Wikipedia articles, feminist attempts to both encourage women participants and expand female topics, and pedagogical methods to engage with these issues in the undergraduate classroom. The author focuses, ultimately, on an assignment they created in 2009 to encourage students to analyze Wikipedia critically, a paper whose stakes changed by its second assignment in 2013. The author demonstrates that adding a Wikipedia writing assignment to a history course can enhance the site, address feminist concerns, promote the activist project, and inspire students to value research and historiography in new ways.