One of the methods used to enhance students' ability not only to identify different cultures but also to describe their own cultures with proper analytical vocabulary is to teach students how to play the role of an outsider of their culture and de-familiarize their everyday practice so that they can distinguish cultural patterns and understand the meanings of their own culture (Philipsen, 1975). The ethnographic project outlined in this article attempts to address the concern through the accomplishment of three main goals: (1) to show the usefulness of ethnography to enrich individuals' understanding of the unexamined communication within a local community; (2) to develop students' critical analysis of how people make sense of their lives by immersing themselves in a daily routine of communicative activities; and (3) to reflect on the role of the observer in their projects in terms of power, stereotypes, native identities, writings, and representations. The observation skills that students learn from this ethnographic project become useful tools when they try to make sense of an unusual, confusing, or exciting cultural moment.