In March 2009, the author accompanied 19 university students to El Paso, Texas, for an alternative spring break (ASB). The author and the students traveled to the urban zip code with the lowest per capita income in the country to study U.S.-Mexico border issues. In the ASB program's language, they sought to gain "new perspectives on social issues while meeting community needs and learning about and building upon community assets." In this article, the author highlights two powerful learning events that occurred in El Paso. These episodes pushed her as a university-based educator to contemplate how she structures learning spaces and enters into dialogues on social issues. They also speak to the importance of both direct experiences and teacher and student diversity in education for social justice. The author hopes the portrayal spurs further engagement with and examination of "justice-learning," both within the United States and beyond its borders. (Contains 2 figures, 1 table, and 1 footnote.)