Service-learning pedagogies attempt to bridge the often-distant realms of work in the academy with that of the surrounding community. However, in practice, a true partnership among stakeholders can be challenging to achieve. For this project, I invited three former students and the director of a local non-profit to partner with me in an important aspect of academic work: course re-design. Through the lens of standpoint theory, we see that students and community partners hold unique standpoints, yet all too often their voices are marginalized. I assert that their standpoints offer essential contributions to the course re-design process.