This article describes one southern partnership's effort to create an urban learning community in which the university, schools, and local NAACP work together to improve teaching and learning. The authors describe how the partners coteach courses, engage in creating and sharing cultural autobiographies, question each other, and confront their own historical, social, and psychological development. The article focuses specifically on the use of cultural autobiographies and oral histories to promote dialogue and increase understanding and how their use has shaped relationships and served as tools for bridging various constituent groups.