The focus of this paper is on the ways Capstone in Sociolinguistics (henceforth CiS), as a multilingual TESOL course, influences the engagement of multilingual learners. A classroom ethnographic analysis suggests that classroom discussions, in which the instructor consciously exercises power in the form of positioning the students as her sociocultural linguistic informants, result in the intellectually curious students actively seeking knowledge pertinent to languages and cultures we discuss comparatively in the course. Two indicative illustrations of this include a comparative research project between Arabic and Greek proverbs, in which students have been involved, and an academic publication of a comparative study on the use of metaphors and proverbs among the Qatari, Palestinian, and Tunisian dialects, with undergraduate students as the leading authors. I argue that encouraging students to be involved in intellectually demanding academic research as a pedagogical approach empowers undergraduate students inasmuch as it encourages them to lead academic publications and to give sociocultural linguistic presentations outside the confines of a university classroom. In this sense, the main argument put forward is that power is dynamic in such a multilingual TESOL setting with students and the instructor simultaneously undergoing and exercising this power associated with sociocultural linguistic knowledge and always acting as elements of its articulation.