Democratic adult education (AE) promotes social change through active and pragmatic learning. This learning considers the impact of individual, community, organization, and broader cultural influences. Democratic civic engagement (DCE) in higher education institutions (HEIs) emphasizes inclusive participation and reciprocity. These values are deeply grounded in democratic adult education (AE) practice and community problem-solving processes in practice-based professions like Occupational Therapy (OT). In this article, we examine a new graduate OT program in the northeast region of the US and the roles of OT stakeholders as co-creators and co-educators in both institutional and community education settings. We highlight how this program is grounded in DCE which helps bridge the gap between an academic program (OT within HEI) and the broader social environment (interlocking systems not built to support diverse lived experiences) using a DCE model.