This thesis seeks to capture the lived experiences of contemporary feminist educators, with particular emphasis on their influences, activism, praxis and challenges. There is particular interest in their styles, approaches and pedagogical practices; alongside the formal and informal spaces in which they operate. This study is primarily based on in-depth interviews, conducted with four feminist educators and applies secondary research; the overall methodology is feminist. The primary objective was to uncover subjugate knowledge regarding feminist praxis; in order to contribute to the wider field of feminist education. The main finding implied that a combination of their individual passions and strong ethical ethos underpinned their praxis in everything, including feminist education. The thesis argues that it is through this combination, these women have come to negotiate the space between informal and formal learning spaces. Subsequently, the researcher offers a hypothesis, accepting firstly that praxis is central to feminist principles or an engaged pedagogy; the core providing strength and stability like a tree trunk. The individual passion and value system is aligned with the grounding roots or principles, nourishing their praxis. The branches and leaves become symbolic of the ingredients essential in bringing that trunk and roots into the learning space; those ingredients are identified as the ‘P’s of feminist praxis, which include: process, passion, participation, political, prioritising women’s voices, personal engagement, power and personal learning. It offers a comprehensive description of a holistic engaged praxis and powerful potential for practice.