In my dissertation, “Supporting Liberatory Literate Praxis across Disciplines and Institutions,” I examine what undergraduate students in liberation-focused programs find meaningful to their holistic literate development and consider how to enable such development through the design of robust liberatory learning environments and sustainable programs. Because the programs I study have a shared aim of empowering students to cocreate a more just world, they make ideal labs for studying students’ experiences of literate learning that lead to both personal development and social action. I employ discourse-based interviews with students, teachers, and administrators across these sites as a basis to understand the breadth of situated strategies available for such design. Each case study chapter details the history and aims of one focal program, how those aims are embodied in teachers’ and administrators’ praxis, and how students experience and practice them through their meaningful learning and literate activity. For example, in my case study of CU Boulder’s INVST Community Leadership Studies program, through participants’ accounts and texts, I trace how core programmatic values like imparting democratic dispositions were seeded in the locally situated design of the program in 1990, are infused into the continually evolving curriculum, are modeled by the program director, and are taken up by students in the work they find most meaningful and fulfilling. Ultimately, of course, each program’s vision of social change affects their ensuing practices. My comparative case study approach enables me to propose a working heuristic for designing and sustaining robust liberatory learning environments that disavows blanket “best practices” and instead invites its users to match their curricular design and praxis to their own well-defined values in situ.