This article describes two art-based service-learning experiences that can serve as models for an authentic community-university partnership by challenging college students' sense of place through an examination of "others'" places. College students face displacement in adjusting to a new location and a new direction in life, while youth living in oppressive situations are often misplaced or forgotten. Collaborative community art can serve as a medium for reciprocal partnerships between college students and youths from neighborhoods near campus. Such community-university collaborations show qualities that demonstrate the benefits of service-learning and of university policies and procedures that support it.