The social sciences often discuss the realities of human suffering addressed by the Black Lives Matter, DREAMers, among other significant movements in isolation from one another, seldomly examining the intersectional identities and shared struggles between social movements. Indeed, social movements are often taught through the lens of a single identity group's experience of oppression primarily living in the United States. In this article, Anyeline Mejia-McDonald and Eric Macias explore how studying social movements through a transnational and relational lens facilitates learning in ways that invite students to view their lives in connection to multi-issue struggles within and beyond national borders. That is, they suggest utilizing a transnational and relational approach to learning about social movements to make sense of the actions of individuals across the United States and the globe who adopted the Black Lives Matter slogan, for example, and joined the energetic manifestations demanding an end to racist violence at the hands of the state in an unprecedented act of democratic participation. They demonstrate the potential connection of the Black Lives Matter movement and the longstanding struggles in the Global South. The authors also examine the work of social movements in the Dominican Republic toward the lesbian, gay, bisexual, transgender (LGBT) community and the ethnic Haitian community to exemplify the possible relationships and intersectional struggles within social movements struggling with racial, class, gender, and LGBTQ inclusion as they negotiate the nation-state and U.S. hegemonic discourse. Additionally, they analyze immigrants' struggles in the United States in connection to their country of origin as they work toward making their hometown communities more democratic, thus highlighting the practices of transborder political solidarity.