Violence against women figures as a common topic in a variety of college courses, including those in psychology, sociology, criminology, and women's studies. The data on the risk of sexual assault for college women makes this a topic of particular interest and importance to many college students. Although it is fairly easy to find statistics about the risk of gender violence, it is often more difficult to find information and accurate data about the options women have in confronting and resisting sexual assault. The physical experience of resistance allows for a different intellectual approach to the theory and research on women's resistance to violence, and some scholars suggest that having a physical experiential component as part of academic discourse is what integrated knowledge and facilitates learning and understanding. This article addresses the doubts that persist about the efficacy of women's self-defense in general, and the question of whether most women could or would attempt to defend themselves against an assault. The pedagogical issue is how to encourage students to put aside their preexisting beliefs and think critically about the existing social scripts regarding women's resistance to gender violence. A sample syllabus is included for a course designed to integrate the theory, research, and practice of women's resistance to gender violence. (Contains 6 endnotes.)