This article describes the inaugural year of a cross-cultural after-school program that used a problem-solving, project-based pedagogy to promote meaningful interactions between immigrant middle school students and their urban, low-income peers. The program relied on the students' local knowledge as they worked together to create social maps of their school and a multilingual video against gossip. These collaborations used local literacies to promote a multicultural perspective. (Contains 2 tables, 2 figures, 2 resources, and 1 online resource.)