This article discusses the assets-based pedagogical theories used in one higher education classroom while analyzing the ways the co-authors, instructor, and students' learning process and identities were impacted by such pedagogies, lessons, and structures. We examine the ways members of the classroom community were impacted and impacting one another as a result of "trialogic" interactions--with one another, with multiple scholars whose pieces were read and discussed, and with/in themselves. We then offer pedagogical implications while discussing main themes that emerged from reflective discussions: grappling, citationality, and incompleteness. We frame this work as a community of learners who came to understand their own incomplete and in process growth as learners. This article details a case study for the ways projects in humanization, culturally sustaining pedagogies, and storying can be operationalized in classroom spaces to center moments of tension, grappling, and awakening.