High-impact learning experiences support essential learning goals, such as global awareness, communication, and stakeholder engagement, but are often constrained by funding availability.  When two grants supporting high-impact practices in two different courses at <university> were unexpectedly canceled, faculty redesigned the experience to preserve the intended global learning outcomes within a domestic context. The result was Agora Pathfinders, a community-based learning initiative integrating graduate and undergraduate students around shared learning objectives. Graduate students were assigned to mentoring roles, guiding undergraduate students in translating global research topics into engaging, age-appropriate lessons. Undergraduate students’ backgrounds and experiences were intentionally acknowledged and leveraged, particularly their emerging professional identities as agricultural educators. Interdisciplinary student teams developed and delivered lessons on global agricultural research to <state> high school agriculture classrooms, creating an authentic audience beyond the university. Through this experience, graduate students practiced science communication and mentorship skills, while undergraduate agricultural education majors gained early field experience in secondary classrooms. Across both levels, students strengthened their ability to listen to stakeholders, adapt messaging for local constituents, and articulate the relevance of global research and engagement to state audiences. Faculty from agricultural education, plant pathology, and international agriculture and development modeled functional multidisciplinary collaboration throughout the process. Agora Pathfinders demonstrates how domestic, community-engaged learning can provide an alternative pathway to global learning outcomes and offers a model for instructors who respond creatively to constraints.