This article offers responses from various authors to the article "Incarnational immersion-based learning in cultural contexts: A charity model," by Dr. John Trokan (2005.) Mount St. Joseph's program on incarnational immersion-based learning, as described in the article by Dr. John Trokan, will have the participating students' eyes opened to the richness and complexity of spiritual, social, political, and economic issues among peoples of different culture. Civille shares that in his classes, he uses films and case studies to give the students some sense of seeing the world through the eyes of others. But he believes nothing compares to the firsthand experience of living in another culture and experiencing with the people their joys and hopes, their anxieties and fears. Mount St. Joseph College should be commended for its program. As Beckman reads Trokan's essay, she indeed also sees differences between the community-based learning efforts at Mount St. Joseph and her school's own. She attempts to allow Trokan's words to help her rethink what they do. For Green, the Trokan article tells the story of one particular program at one particular school. It shows a willingness that needs to be replicated at other universities and Catholic schools around the country to engage our students' faith formation by creating meaning. It shows that there is an ever increasing awareness to bring students back into relationships and service to others for the common good.