Recreation students today need to be prepared to engage in the topic of poverty as a social justice issue affecting our communities, yet many instructors do not have the tools to effectively teach this complex topic. One way instructors might learn how to engage students with poverty is through an interdisciplinary community of practice (CoP). Some disciplines, such as social work, centralize poverty in their curricula (e.g., Davis & Wainwright, 2005), giving them expertise recreation faculty might use to inform their teaching practices. On the other hand, many recreation instructors have unique pedagogical skills (e.g., simulations; Barney, 2012; service learning; Tobias, Powell, & Johnson, 2010; civic engagement; Biaett, 2011) that might improve others' understanding of how to teach poverty. This paper presents a case study in which a CoP was formed around the practice of a poverty simulation. From this case the authors offer several recommendations for ways recreation instructors might gain from and contribute to a CoP that focuses on teaching poverty.