Higher education continues to wrestle with the challenge of engaging and retaining traditionally marginalized populations, particularly first-generation college students of color from low-income backgrounds. The typical North American campus, as a privileged space, has failed to successfully address or dismantle systems of power and difference that continue to influence national retention and graduation rates for many low-income, first-generation college students. This study presents findings from a qualitative research inquiry which indicates that a "justice-learning" curriculum, as a first-year seminar experience, can influence academic and civic engagement for students who identify as low-income, first-generation college students. (Contains 1 note.)