This paper examines the Inside-Out Prison Exchange Program's pedagogy as a praxis for transformative learning and social change, with a particular focus on the role of incarcerated students in shaping public policy. It explores how an Inside-Out approach cultivates a learning environment rooted in critical thinking, reflection, collaboration, and inclusivity. This paper demonstrates how incarcerated students can contribute to the broader discourse and challenge conventional perceptions of incarceration. By centering the voices of incarcerated students, Inside-Out pedagogy fosters student agency and offers alternatives to current paradigms of punishment. [Note: The volume and issue (35, 4) shown in the citation on the PDF are incorrect. The correct volume and issue are 36, 1.]