This article highlights pedagogical practices in an intentionally designed course focused on fostering cross-cultural, multi-level interaction between two undergraduate student groups and Latino youth from the local school district. The study describes how students identify culture, perceive the role and influence of culture, and engage with the notion of border crossing. The community-engaged project, titled "Nuestros Cuentos," uses storytelling and dialogue as an impetus to connect local elementary students with two distinct groups of college students, a residential college and a college assistance migrant program, to support Latino youth in sharing their perspectives of local Latino history. Analysis of this course and the perspectives of students within the discussed community engagement and academic experience yields insight about pedagogical approaches to designing intentional engagement experiences, as well as the positive outcomes related to culture and the increased awareness of cultural borders and border crossing.