As social scientists engage their own subjectivity, there is greater awareness of their own touristic "gaze," or at least the power relations that are evoked in the researcher-subject interaction. In teaching students involved in community service learning, the challenge is to provide a learning experience that addresses power inequities between student and served. How do we teach students to recognize axes of privilege, be critical of their roles, and be sensitive to the multiple dimensions of power relations among and between server and served? This article proposes to examine how service-learning can be a catalyst for examining the important issue of subjectivity. Drawing from qualitative data of students working in migrant labor camps and community development projects in the context of Tijuana, I discuss how students viewed power differentials and came to consider their relative social class and racialized differences in the context of the Mexican border zone. (Contains 4 notes.)