Through an analysis of a practice-oriented course on youth worker professional development consisting of 10 community youth workers and 11 traditional college students, this paper suggests the need to construct the classroom as a "borderland." Course structure, class composition, pedagogical strategies, and deliberate learning objectives disrupted traditional boundaries between the community and the university, service and learning, and students and teachers. These disruptions allowed students and community members to come together to pursue academic learning and community change while addressing a tension in the field of youth worker professional development. The border disrupting practices in this dilemma-focused, community-engaged pedagogy deliberately centered community voice and knowledge in the teaching and learning experience, thereby redistributing power, building authentic community-university relationships, and allowing for deep and sustained work to occur in local youth organizations. (Contains 1 table.)