In an attempt to confront monolithic perceptions of achievement and an educational narrative that defines communities of Color by their supposed deficits, the current study presents asset mapping as an example of culturally relevant pedagogy in action. Asset mapping is a pedagogical tool for students to visually represent personalized stories of their cultural assets and participate in a community-based gallery walk to showcase their maps. Interviews and focus groups with third- and sixth-grade teachers and students from an urban public school revealed learning about self, learning about others, and building community as emergent themes after completing the project. We present these themes and discuss asset mapping as a possible model for strength-based pedagogy that centers the lived experiences of students, their families, and their shared stories in classroom curriculum.