This study taps into the shift in EFL students’ views and linguistic and epistemological
knowledge after the implementation of a literature- and cinema-based teaching unit which
adopted a feminist approach to the figure of the witch. The participants in this study were 28 Year 4 students (aged 15 to 16) in a high school in the southeast of Spain. Students’ views on the teaching unit were explored through quantitative and qualitative methods, more specifically a questionnaire and open questions. The impact of the teaching unit on students’ linguistic competence and knowledge about patriarchal oppression as mediated by the idea of the witch was determined by means of a test and by analyzing students’ projects. The results revealed students’ positive views about the teaching unit although a minority of them challenged the adequacy of dealing with feminist topics in a high school context. Students also demonstrated improvements in lexical and grammatical content, as well as increased knowledge of the figure of the witch and patriarchy, evidencing new meaning-making practices. Lastly, the study also highlights pedagogical implications.