Instructors of first-year composition (FYC) face the challenge of crafting rhetorically diverse opportunities for student writers within a classroom setting. As a result, many have embraced service-learning or community-engaged pedagogy. Oral history projects may be incorporated into curricula by faculty who embrace this approach to teaching, but relatively little is known about this work in the context of two-year colleges. The purpose of this multiple case study, then, was to understand the teaching and learning associated with oral history projects as part of composition curricula at two-year colleges. Three research questions guided this study: (a) Why do faculty incorporate oral history projects into composition courses at two-year colleges? (b) How do faculty incorporate oral history projects into composition courses at two-year colleges? (c) How do students describe their experiences in composition courses that incorporate oral history projects at two-year colleges? For this qualitative study, two cases were developed. Data collection included faculty and student interviews, documentation, and a participant observation. Analysis resulted in the development of nine themes, as well as two sub-themes. Findings suggested faculty who incorporated oral history projects into FYC courses espoused and/or enacted feminist pedagogy, were personally invested in the their projects, and continued to incorporate oral histories into their courses after perceiving benefits to students. Findings also suggested that oral history projects can be incorporated into courses in myriad ways but require deliberate planning and preparation, as well as the ability to navigate challenges inside and outside the classroom. Findings related to students' experiences included a perceived value in learning about others' lived experiences and dynamic development as writers. For students who participated in collaborative projects, findings suggested their experiences were meaningful but not without challenges. Implications for students, faculty, and administrators were provided, as well as recommendations for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]