本研究以「社會正義取向服務學習課程」為教學實踐場域，採立意取樣選擇北臺灣某科技大學護理系學生24人為研究對象，研究參與者除了修習課程外，另須進入日日春關懷互助協會，進行機構服務學習共16小時。本研究以質性研究取徑（approach），透過參與觀察、課堂團體反思、焦點團體訪談及學生個別反思日誌等方式進行研究資料蒐集，研究發現大學生以接觸性工作者的生命經驗為對話起點，展開跨越邊界的社會學習旅途，從觸及邊界，經歷邊界徘徊與自我協商，以及推移、鬆動或鞏固的跨越邊界學習歷程，大學生學習以不同的角度看待性工作存在的意義；培養學生對性工作污名化的批判意識，形塑尊重多元、接納差異的社會。 This qualitative study used a purposive sampling. There were twenty four college students, majoring in nursing from a science and technology university, participated a social justice service-learning curriculum and finished sixteen hours community service in northern Taiwan. The data were collected through the participants' observation, students' reflection journals and an interview to the focus group. The main findings revealed that the learning journey of crossing the social boundaries, and the conversation of life began after the college students met the sex workers. The students touched the boundaries, paced up and down the boundaries. They tried to negotiate with themselves, destroyed, moved, or even crossed the boundaries. They learned to regard the sex workers with a different viewpoint. Through this study, we found that it is necessary for educators to bring up the critical consciousness of stigma on sex work, and to build a society in which people could respect pluralism and accept differences.