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Place-based education, grounded in collaborative learning opportunities with minoritized communities, is vitally needed to change the health crises that impact our communities. Many current learning models focus on engaging in communities by centering on the deficits of particular populations or naming issues that affect individuals' health. This approach falls short of teaching students to be inclusive of those impacted by injustices such as health inequities. Many times, these learning experiences are one-time activities that are not sustainable over time. Thus, as anchor institutions, universities are responsible for using innovative learning strategies to allow students to develop skills to take action on these issues while partnering with other organizations. This paper will present a case study using the Health Commons model as an example of how institutions of higher education work with the community to implement an anchor institution framework. Stories and lessons learned from engaging in this work over the last three decades will highlight how anchor institutions in higher education can create change at the community level through place-based education. This case study highlights the significance of place-based learning for students, educators, and community partners. The essential concepts include: (1) knowledge is dynamic, (2) humility is crucial, (3) comfort with ambiguity is necessary, (4) health is interconnected with community, (5) continuous learning is vital, (6) withholding judgment is important, and (7) making time for critical self-reflection is imperative.