Service-learning experiences can introduce students to locations they typically might not encounter in the composition classroom. This paper discusses a unique program at the University of Alaska Fairbanks that provides a rich and productive contact zone for students. Specifically, the paper discusses the author/educator's attempts to connect her writing students with a program that brings Native Elders to the campus where they serve as Elders-in-Residence. The paper shares positive stories about the students' reactions, but there were also challenges encountered in integrating service-learning and multicultural components in the classroom. In addition, the paper explores ways of potentially responding to the challenges. (Contains 10 references.) (NKA)