What learning occurs when higher education juxtaposes with an adult literacy program? This article addresses that question by qualitatively investigating and depicting one atypical scenario, a collaborative model between a university graduate Remedial Reading class and a local adult literacy coalition. The co-researchers utilized hybrid discourse and grounded theory to gain a new perspective on a familiar situation, the learning process that occurs within a university classroom. The educational implications are adult and higher education systems clearly need, and benefit from, the partnership. Graduate students reap great cognitive, pedagogical, and cultural learning gains and adult learners gain tutoring sessions with highly trained and motivated educators.