The purpose of experiential education is to combine experience and learning in ways that transform both. Students have experiences outside the classroom, and these experiences are integrated into the course curriculum, enriching both the experience and the class material. Successful experiential education assignments must first provide students with the background they need to fully take advantage of the experience as well as the time and knowledge to help them reflect on what they see. In this paper, the authors describe an assignment that incorporates the experience of riding the public bus into course content. The purpose of the assignment is threefold: (1) to allow students to experience and consider some of the barriers that low-income people face in their everyday lives; (2) to learn more about how inequality and stratification are at work in the community in which they attend school as well as how geographical location and relative poverty affect people differently; and (3) to provide observations that students can connect to structural factors.