"Nepal: Community, Technology and Sustainability" brings together cohorts of US-based university students and Nepalese university students in a hybrid online/mobility program that supports intercultural, interdisciplinary, community-engaged, project-based learning. The program seeks to adopt a decolonial pedagogical model that centers the Nepali co-instructors, students, and host community partners as critical knowledge holders, sovereigns of their own development, and co-producers of the educational experience. This article provides a conceptual framework for centering typically marginalized voices, a description of the program and an edited version of a dialogue between several of the course co-instructors. Our major findings are that to achieve these ends, the values of decolonialization and equitable voice must be built into all elements of the program; that this requires pushing against many conventions of education abroad programming and, in some cases, community practices; and that this push can yield transformative outcomes for students, instructors, and communities.