How do we make of students learning something their teacher did not intend to teach? Researchers suggest it unnecessary extras, learning of implicit rules of the game, or keys to understand power structure. Based on an ethnographic fieldwork of a college alternative break trip to learn about poverty through simulation, this article suggests such learning of the unintended--students stealing during the simulation thinking it to be a lesson to understand what the poverty-stricken sometimes goes through--points to what I call 'space of pedagogic imaginary' that indexes societal values, which then should become an object of students' investigation.