Background: The author discusses an in-depth study of the participatory budgeting process in Chicago's 49th Ward (PB49), a deliberative democratic process in which all residents and ideas were positioned as equal, relying on rational arguments to make decisions about municipal funding allocations. The study documented collective decision-making practices as they related specifically to predominantly Spanish-speaking Latino immigrants. Methods: Utilizing an expanded cultural-historical activity theory interventionist framework, the study examined two iterations of the PB49 process. The author combines two discourse analysis methods to identify participants' learning over time and events, beyond the individual level. Findings: The study identified moments of systemic contradictions that either challenged or supported the inclusion and engagement of Latino participants in the PB49 process. The findings revealed the double-bind of diversifying participation in the PB49 process. Contribution: The study shows that expansive learning comprises two distinct levels--collective and system-level learning--though it can occur collectively without materializing at the system level. The study reports on the lasting impact of resolving the double-bind of the PB49 process through the creation of a new activity structure/intervention--a Spanish-Language Committee--designed to support the agentic participation of Latino participants, which became evident through Latino participants' claims-making abilities.