Latino students, in particular, often feel alienated from politics, especially at the federal level, and this political disengagement often correlates with the immigrant status of students or their families. However, recent research suggests that the amount and quality of social studies coursework taken by immigrant students can reverse these attitudes and produce positive feelings toward political engagement. Specifically, Torney-Purta and her colleagues (2007) posit that Latino students would benefit from "creating an open climate for discussion, and explicitly including the study of political topics in the curriculum [in their social studies curriculum]". The authors' analysis in this article details the efforts of one teacher, Mr. Harrison, who followed this strategy with his predominately Latino high school civics class during his coverage of the 2008 Presidential election. Using immigration, a topic that elicited passionate reactions from his students, as a reoccurring theme throughout the semester, Mr. Harrison was able to engage in a type of culturally relevant pedagogy that allowed his students to involve themselves in discussions of the American political process. (Contains 1 figure, 1 table and 1 note.)