This qualitative study explored the perceptions and experiences of high school students from a diverse, low-income urban community in Toronto, Canada. Findings revealed a strong sense of community, reinforced by the interlocking racial and class oppression and stigmatization participants experienced within the broader society, including school. The argument is made that students' strong sense of community stands in contrast to the individualistic ethos that characterizes mainstream schools where educators frequently fail to cultivate the "community cultural wealth" (Yosso, 2005) such students possess. The article concludes with a discussion of strategies educators can utilize to cultivate the strengths that marginalized youth bring to the classroom, highlighting the potential benefits of service learning, in particular.