Interaction between generations is diminishing and fostering intergenerational contact can benefit both parties involved. The aim of this qualitative study was to develop a deeper understanding of the meaning of participating in an intergenerational oral history project using a phenomenological approach. Undergraduate students (n = 21) interviewed a family member or friend in three, 45--60-minute sessions. After the last interview, each older adult/student pair met to share what the project meant to them. Audio recordings of these final reflections were analyzed using a thematic analysis process. Five themes emerged: "reflection, learning, meaningful connections, evoked emotions, and advice. The five themes were common to both students and older adults, whereas subthemes differed between groups within four of the themes ("reflection, learning, evoked emotions, and advice"). Consistent with previous research, findings support that participating in an oral history project is beneficial for both groups. This study adds to the literature by revealing that students, in addition to older adults, also "reflected" on their lives. Both groups "learned" as a result of this project and the project "evoked emotions." Theoretical implications of this study include that engaging in reminiscence supports psychological development in late-life, according to Erikson's model. Further, congruent with Mezirow's theory of transformative learning, the experience challenged participants to consider how telling and/or hearing a life story fits or does not fit with prior thoughts.