While Huey P. Newton has his place in the history books as an outspoken activist and co-founder of the Black Panther Party (BPP), a critical aspect of his life's work is missing from his well-known story. In addition to being remembered for his confrontations with the police, Newton should be known as an educator because that is how he saw himself, that is what his actions proved him to be, and his time in front of a classroom epitomized what it means to be an activist-educator. His calling as a teacher went beyond the instances of educational activism for which he is already known, like the Party's community education classes and its liberation schools. Newton was a college lecturer as well as a founder and trustee of a primary school, the Intercommunal Youth Institute (later renamed the Oakland Community School). Analysis of documents Newton wrote for his courses and about the Intercommunal Youth Institute (IYI), reveal his main goal as an educator and the steps he took to reach it. As an educator, Newton aimed to teach people how to identify and overcome oppression. He went about reaching this goal not just with readings and lectures, but by offering his own life as a living curriculum. With my first paper, I chronicle Newton's journey from a student-activist to a teacher-activist at Merritt College. Newton is well remembered as an activist, or someone who worked to improve his community and the world as a whole. He took his first steps toward activism as a student at Merritt College pushing to make the school a more just place. Once he graduated, he became a teacher-activist, or an educator devoted to making the world better while simultaneously using his classroom to teach others to do the same. Working from both autobiographical and archival sources, I start by explaining Newton's motivation for attending college and the classes he took. Next, I describe his role in the student activism that led to the creation of a Black Studies department. Then, I detail the lecture series he designed and taught in the same department that his advocacy helped to create. I tell this story to illustrate how becoming a teacher-activist is a holistic experience influenced by lessons learned in a classroom and time spent boldly challenging injustice. Newton's time as a student at Merritt College influenced who he became as a teacher at that very same institution. The more Newton learned, the more he saw a link between learning and liberation, which compelled him to teach others to be free. His curriculum choices as a lecturer were influenced by his course of study and the culmination of his educational activism with organizations like the Afro-American Association and the BPP. From Newton, teacher-activists today can learn to: 1) proclaim what they believe like Newton and the BPP did with their 10-point program; 2) to act based on their beliefs, even in the face of hostility, to call for and make a difference, to organize, boycott, riot, resist and teach. Newton developed a thirst for knowledge and justice while he was a student at Merritt College. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]