For nine semesters approximately 100 third through fifth graders have come by bus from their urban impact schools (Anyon, 2005) only a few city blocks away, to the campus of an historic Black university for tutoring. Pairs of university student tutors--typically freshmen, sophomores and juniors from multiple disciplines across campus--accept responsibility for groups of four to six children for two hours, two days a week. Service learning and social justice pedagogy (Chapman & Hobbel, 2010) ground their interactions. Findings to date indicate that the project supports public school efforts to reach and maintain Annual Yearly Progress, scaffolds child and tutor development toward critical literacy (Freire, 2004) and civic action, nurtures tutor dispositions for future civic engagement and especially teaching in hard-to-staff urban schools, and promotes collaboration and a redistribution power across members of the learning community that has emerged. (Contains 1 table.)