Research on community engaged learning (CEL) courses predominantly focuses on the learning experiences of white students or quality of student-community partner relationship(s). Scholarship accounting for the learning experiences of minoritized students describes negative learning experiences wherein students' learning goals are subordinated to their role as peer educators. Given this literature, our case study of a CEL course yielding positive outcomes for immigrant students sought to identify promising pedagogical practices that support the diversity of CEL students. Through 13 student interviews, we identified distinct learning goals for immigrant versus nonimmigrant students. We also found distinct "hidden curricula" for both student groups, with immigrant students gaining empowerment and nonimmigrant students gaining deeper understanding of immigrant communities. Despite these differences, both groups described similar levels of commitment to their community partners. Many students also felt their service helped them find "common ground" across their diverse experiences, highlighting CEL's promise for teaching humility and understanding of difference.