This essay is an account of student civic engagement in action. It stresses the vital role of environments in which students learn to be civic actors. The student experiences recorded in this account point toward a form of campus politics that places students in a role of coworker and cocreator, where they must negotiate differences and complexities in the problem-solving process. This account suggests a re-imagining of civic learning, not just in a programmatic sense, but in terms of processes and environments that prepare students to be confident public problem solvers and co-owners of the democracy we all build together.