Building active learning strategies into courses can be risky, but the benefits to students often outweigh the concerns, as in the case presented here. The process began as an attempt to employ experiential learning, through the use of photovoice, to enhance the teaching of an undergraduate social work research course. In later courses it blossomed into a community-based research project that saw the students interacting directly with people who had experienced homelessness, and with community agencies. This article explains the transformative process that took place in Canada over 3 academic years. It includes an overview of the photovoice research approach, a discussion of the methodologies used, and reflections on student experiences during a process based on principles of co-learning, mutual benefit, capacity building, and long-term commitment to the goal of social change.