This article presents an exploratory case study that sought to gain insight into the development of both cognitive and affective understandings of place that resulted from the UTK (University of Tennessee in Knoxville) cohort visits to the Cincinnati schools. Ten reflections were collected from the cohort members upon their return from these visits to three schools in Cincinnati. Each reflection focused on the reciprocal impact that the visit had on the perceptions of the students' own place. The students analyzed their experiences in the Cincinnati schools, and the resultant changes occurring in their perceptions of their own places precipitated by these experiences. (Contains 46 endnotes.)