This article describes an after-school program in which immigrant and urban low-income middle school students collaborated to create social maps of their school and to produce a multilingual video against gossip. These literacy-based projects combined critical pedagogy and culturally relevant pedagogy to promote meaningful interactions between young people from different cultural and linguistic backgrounds. The data presented reveal the potential power of learning environments that use the cultural and social resources of nonmainstream youth to promote agency and engagement. (Contains 1 table.)