According to Kerr White, medical education is "mired in unhelpful rhetoric, unbecoming hubris, and reliance on an outmoded biomedical paradigm that ignores social, environmental, and psychological influences on health and health care.” This article is an ethnographic case study of a six-year, 6millionprojectatMichiganStateUniversity(andthreesurroundingcommunities)thatchallengedthisreality. Thegoalwastocreatecommunity−orientedprimarycare.Communityparticipationwasaparamountgoalinallareasofprojectlife. Onpapertheprojectwasquiteradicalaslocalcommunitiesweretobeempoweredtoshapeandcreatethemedicalcurriculum. TheprojectwascalledtheCommunity/UniversityHealthPartnerships.UnderwrittenbytheW.K.KelloggFoundationitwaspartofalarger50 million effort in seven U.S. states. The author, an anthropologist, served as an evaluator on the project, charged with the mission to make it succeed. The article shows how he used critical pedagogy and critical ethnography towards these ends. It traces the relationship between neoliberalism and medical education and highlights significant instances of hegemony and counterhegemony between the medical schools and the communities in the doomed project.