This article offers an analysis of the significance of public pedagogy for how community-based organizations that provide prevention, support, and educational services to people infected and affected by HIV/AIDS operate. The article reports on a case study analysis of a local AIDS service organization (ASO) in a small town in Ontario, Canada. The author argues that the agency's community drop-in space, the art that they display, and the agency's physical location contribute to the creation of an informal public space that fosters dialogue and learning that is critical for fostering supportive relationships. By acknowledging the ways that public pedagogy occurs in ASOs, the author hopes to call attention to the broad range of work that these organizations do, and to expand the ways that people can recognize their contributions.