Students who serve in long-term service-learning experiences have a robust amount of information to share. It is these individuals' personal stories where we might find answers to achieve equity in the educational arena. Through a combination of the qualitative methodologies--autoethnography and portraiture--the authors of this study sought to examine the shared experiences of undergraduate students who served for several months in an afterschool program. The use of autoethnography is an attempt to obtain a rich description of the participant's lives by asking them to "reflexively explore their personal experiences and their interactions with others as a way of achieving wider cultural, political or social understanding" (Pace, 2012, pg. 2). Additionally, the use of portraiture seeks to "capture the richness, complexity, and dimensionality of human experience in social and cultural context" (Lawrence-Lightfoot & Davis, 1997, pg. 3).