Using a critical framework and narrative inquiry, we highlight the experiences of 26 student activists engaged in identity-based activism and resistance. Specifically, we sought to examine the role of power and identity in activists’ efforts to address inequities in campus environments. Identity-based activism and resistance includes efforts to interrupt oppressive environments related to one or more of a students’ minoritized identities. Themes from this study include existence as resistance as a form of activism, nuanced understandings of the label activist, and activism as a response to hostile campus environments. We conclude with recommendations for educators and administrators, specifically challenging them to consider their roles in perpetuating power and dominance that requires students to engage in activism on their campuses.