Recently, many scientists and science advocates have taken the responsibility to mobilize for the sake of science. With fake news or "alternative facts" on the rise, many scientists and science supporters are determined to protect the credibility of science and promote evidence-based policy-making. At the core of these mobilization efforts is teaching: making science accessible to the public and policy makers in ways that mitigate false information. This paper argues that communication scholars can contribute to this important conversation through exploring instructional aspects of science activism. The paper proposes potential areas of investigation focused on intersections among science, mobilization, teaching, and learning. To do so, such research will involve scientists and nonscientists, as well as lifelong and first-time activists, in negotiating instructional practices to mobilize for science.