This paper explores how an interdisciplinary pedagogy can amplify community psychology (CP) values in undergraduate education. Sociologist John Brown Childs’ (2003) concept of transcommunality, which emphasizes working across difference through shared practical action via respect, understanding, and communication, illustrates how bridging disciplines can transform CP classrooms. This framework acts as a catalyst for teaching CP values of empowerment, citizen participation, wellness, diversity, sense of community, and social justice (Kloos, Hill, Thomas, Wandersman, Elias, & Dalton, 2012). A transcommunal approach grounded in power, privilege, and oppression are further examined to explore possible class assignments and activities to facilitate student interest and thinking about CP values in relation to a transcommunal society. The paper concludes with suggestions and an assessment of the (dis)advantages of these activities for instructors.