This paper presents the results of two community and citizen science research projects -- "Cities at Play" and "Community Drive" -- in which young students (aged 11-15) from vulnerable residential areas in Copenhagen, Denmark, collaborated with architects and urban developers to engage in urban development initiatives in their neighborhoods. An educational design was developed over the two research projects in which students underwent phases of discovery, interpretation, ideation, and experimentation. Data were collected from surveys, observations, and interviews to elucidate the ways that three bridges central to community and citizen science projects can function. These include professional (bridges student learning in school and professional communities outside school), citizen (bridges student learning in school and local communities), and student (bridges student learning in school and new student communities) bridges. This research makes both theoretical and practical advancements. Theoretically, it advances our thinking about the diverse roles that participants in multi-sector partnerships can have, as well as how CCS widens the view of cultural asset-based learning by viewing students as experts of their local communities. Practically, we offer four guidelines that were gleaned from the results that can be instructive for the design of future educational community and citizen science projects.