This article examines how a structural pedagogical innovation facilitates classroom discussion around topics such as social justice and equality. The authors examine one innovation called the Inside-Out model, a program where incarcerated and nonincarcerated college students take courses together inside prison. Because the program's aim is to break down barriers structuring higher education and prison, this research focuses on how this model serves as a bridge between two institutions while also challenging the inequities of prison and higher education. Using interviews with former Inside-Out students, the authors compared their responses to those who have not participated in the program. The data show that while all student respondents were aware of their existence within their respective "bubbles," students who participated in the program had more nuanced understandings of the carceral system, racial justice, and inequity.