The thesis of this article is that teaching through oral history cultivates a spirit for justice and peace, as well as knowledge and skills that contribute to that spirit. The authors examine periodical literature focused on justice and peace education and analyze a course taught through oral history. Both the literature and case study yield thematic insights. The dialogue between them suggests educational practices that serve justice and peace: engaging in active, practical learning; encountering cultural, contextual, and pedagogical diversity; analyzing social systems; building strong, multivalent learning communities; fostering imagination, wonder, and empathy; inspiring creative agency; and challenging with encouragement. (Contains 2 footnotes.)