This article reports on the use of participatory action research (PAR) in a graduate teacher education research course. It presents data on how the Principles of Kwanzaa are exemplified in community activities in an African American community in Toledo, Ohio. Using a case study approach, the PAR focused on two questions: (1) In what ways do neighborhood people and institutions illustrate or explain the Principles of Kwanzaa? (2) How can the Principles of Kwanzaa be used to analyze the assets of a neighborhood? Data were collected through interviews, document collection, and field notes. Results demonstrate that the Seven Principles of Kwanzaa were descriptive of neighborhood values and activities. Furthermore, results suggest that the PAR process of collaborating with strong community-based partners can provide teachers with a relatively easy way to access and understand a community's cultural values. Finally, results demonstrate potential to make community values accessible to learners for use in developing culturally relevant teaching. (Contains 1 figure.)