Previous research has highlighted best practices for community engagement, problematized server/served approaches to communities, and identified both barriers and benefits for students engaged in this coursework. What is lacking, however, is a deeper examination of students who participate in community engagement in their own home communities. The purpose of our study is to better understand the impact and outcomes of community-engaged coursework through the lens of our students' intersectional identities. We argue that their unique social positions as both students and community members on the Mexico-U.S. border offer a window into understanding how students may participate in community-engaged coursework differently when they are members of the communities they are engaging with.