This thesis explores how introducing intersectional theory to self-identified activists in a Swedish folkbildning context challenges the theory/practice-divide. The study has been carried out through thematically structured discussions with students and teachers at Kvinnofolkhögskolan, Gothenburg, Sweden. In this thesis I argue that the deconstruction of the theory/practice-divide is dependent on perceptions of what theory and practice entails, students’ expectations of Swedish folkbildning in general and Kvinnofolkhögskolan in particular and pedagogical considerations on how to teach intersectionality intersectionally.Additionally, the thesis addresses issues of institutionalization, feminist pedagogy and the broadening of intersectional theory. Finally, the thesis highlights the need for extensively addressing the issue of the theory/practice divide in the curriculum, for students and teachers to discuss what is perceived as theory and practice respectively and for teachers to consider time and place as part of an intersectionally aware pedagogical practice.