This article describes two art-based service-learning experiences that can serve as models for an authentic community university partnership by challenging college students’ sense of place through an examination of “others’” places. College students face displacement in adjusting to a new location and a new direction in life, while youth living in oppressive situations are often misplaced or forgotten. Collaborative community art can serve as a medium for reciprocal partnerships between college students and youths from neighborhoods near campus. Such community-university collaborations show qualities that demonstrate the benefits of service-learning and of university policies and procedures that support it.