In an exhibition called One to Another, Borderland Collective created spaces for "listening, critical inquiry, and participation" and invited viewers "to contemplate their own familial migration stories within the context of larger migration narratives" (Artpace, 2018, para. 2). The interactive exhibition invited visitors to contribute to the conversation on migration through multiple programs with teens, teachers, and community members. As artists and educators, Borderland Collective members Jason Reed, Mark Menjivar, and Molly Sherman drew on numerous ways in which to make stories of migration visible and accessible, while also promoting civil discourse to learn from one to another over time. This article is driven by two guiding questions surrounding the exhibition (1) How do the pedagogical practices of Borderland Collective create conditions for exploring migration issues with diverse audiences over a 4-month period; and Why is this important to art education? Using a qualitative inquiry looking at this case (Stake, 1995), the author collected insights from organizers using interviews and her own experiences attending and participating in events focusing on how learning was structured and allowed participants to make migration stories visible.