This case study discusses the development of a community-engaged undergraduate history course on the 1960s at Johns Hopkins University. It speaks to the specific limitations of contingent faculty and the challenges of bridging historically deep divides between a predominantly White institution (PWI) and many surrounding communities. It focuses on structural and individual support, the partners' needs and priorities, students' potential, and the ways elevating community voices can change the narratives about U.S. cities, their past and present.