In this article, I explore the often difficult transfer of theory to practice in respect to promoting the conceptual role of transformative intellectual/practitioner through a pre-service "social issues project" for future EAP and ESL teachers. Following an examination of more established role options in EAP (e.g. technician, reflective practitioner), and the sources of their prominence, I take up the particular ideological and methodological challenges that arise in fostering the role of transformative practitioner for critical EAP. How these challenges are addressed in syllabus design are taken up in the final sections of the paper through a discussion and description of a pre-service group assignment, the ''social issues project'', in which students conceptualize and design a blueprint for transformative action in various forms such as an advocacy letter, workshop, curricular materials, etc. Reflection on the strengths and weaknesses of several selected projects and the assignment, in general, conclude the article. (Contains 1 table.)