Connecting with others and experiences of dissonance are two factors identified as central to transformative learning in engaged teaching and research (Kiely, 2005). At the same time, these ways of knowing are unpredictable and come with the risk of actually disrupting rather than enhancing learning. This article reports the findings of a mixed method ethnographic study exploring the impact of connecting with others and experiences of dissonance on students' learning in four undergraduate research methods courses with conflict-oriented community-based research (CBR) projects as the primary pedagogy. The article considers the implications of the findings for crafting the role of the professor and the pedagogy of conflict-oriented CBR courses in ways likely to minimize students' experiences of alienating dissonance and enhance learning for students with diverse political perspectives.