Most graduate social science departments and professional degree programs require their students to study both qualitative and quantitative research methods. This binary focus typically glosses over questions such as who defines the subject matter and scope of the research and who owns or controls research findings. In this chapter, we discuss how teaching Participatory Action Research (PAR) in MIT's Department of Urban Studies and Planning has pushed us to focus on (1) the responsibilities of action researchers and their obligations to the communities and places in which they work; and (2) the importance of building the capacity of community members so that they can take control of the research being done about, with, and for them. While various manuals have suggested the best ways of doing this kind of work in practice, very little attention has been given to how to teach PAR methods to graduate students and research partners. We offer six considerations that we consider central to PAR pedagogy and, in the remainder of the chapter, describe how each of these considerations has informed the intellectual framework and pedagogical strategies at the heart of our teaching. One of the big surprises for us has been the extent to which a half-semester PAR module can radically alter the way professional degree candidates think about the rest of their course work and future careers. We conclude with an invitation to our academic colleagues who teach quantitative and qualitative research methods, but do not include any discussion of PAR-oriented issues and approaches in their courses.