This article examines an after-school program in which English language learners (ELLs) collaborated with their mainstream peers at an urban middle school to produce a multilingual video that addressed a social issue. The project, which was grounded in the tenets of critical and culturally relevant pedagogies, allowed the young people to mobilize their social and cultural resources to attempt to solve a problem in their community. The data presented reveal how projects that build on shared knowledge bases can serve to create a sense of community that allows diverse students to recognize each other's contributions as they work together to promote change. (Contains 1 table.)