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This phenomenological study explored the experiences of students in a macro practice social work elective, which integrated critical service-learning and creative placemaking. In a community-university partnership, twenty-four students from a variety of disciplines worked with a university Artist in Residence and social work professor to create a participatory mosaic mural in an ethnically diverse and rapidly gentrifying area. Of the 21 students in the class, eight participated in the study and completed hour-long semi-structured interviews. Analysis revealed three primary themes: (1) role and power of art, (2) importance of relationships, and (3) impact of this community engagement class. The findings support the importance of art and community- embedded learning in engaging students. Especially relevant to social work education, student learning focused on cultivating communication and collaboration skills across individuals, groups, and communities. This paper will contribute to the growing body of literature which supports the value of critical service-learning, creative placemaking, and community-based collaborations in social work education. [ABSTRACT FROM AUTHOR]