Similar to discussions in social work education classrooms facilitated by Intergroup Dialogue (IGD), the Human Library (HL) is an opportunity for students to engage in personal one-on-one dialogue about prejudice, discrimination, and oppression. To date, no study has been conducted of the use of the HL in social work education. A qualitative case study approach exploring the perceptions of 11 participants in an HL event hosted by one midwestern university explored two research questions: How do those in the role of enlisted participants (Books) describe the HL experience? and What potential does the HL have to create IGD in the social work classroom? Data analysis revealed the following unique themes: (a) arriving with the baggage of the narrative, (b) intention to educate and raise awareness, (c) surprise at the undeserved respect they received from readers, (d) perception of a shift from monologue to dialogue, and (e) recognition of expanding the narrative that fueled positive self-perceptions. Freire's critical theory was applied to the findings, identifying the benefits of its use in social work education compared to more traditional IGD offerings.