This article analyzes a learning experience in Brazil that combined traditional lectures and experiential learning inspired by ethnographic research. It innovates by applying the experiential learning cycle to the theme of street-level bureaucracy (SLB) in a highly unequal context. The main objectives are to discuss the challenges of teaching SLB, report on the course structure, and discuss the findings taken from the student's assessment of the course. We evaluated three dimensions of learning outcomes -- affective, knowledge, and skills-based -- using a short questionnaire and focus groups. We found that students experienced the course differently depending on their professional background. Students with academic profiles particularly benefited from the increase of their teaching repertoire. Overall, they were highly motivated, applied the SLB framework to their research projects, and engaged in long-term activities related to the theme.