Health seeking and delivery are generally complex processes for any society. More complexity comes to the fore in contexts where medical pluralism is rife. In South Africa, the existence and utilisation of multiple health systems concurrently, in parallel, or alternatively is common. The most common health systems used are traditional healing, biomedicine, faith healing, and Ayurveda. Collaborative approaches to care are required to understand this system and ensure that holistic healthcare is provided. This paper looks at the critical role medical anthropology students at Rhodes University, South Africa, play in developing the needed collaboration between health providers from the different health systems prevalent in the Makhanda community. The 37 third-year students chose group partners, with whom they had multiple visits to a chosen community partner (health provider). This approach to their learning is known as service learning. At the end of the term, students, in collaboration with the chosen community partner, developed nine health promotion programs, which will be implemented with the health provider and other health providers in the community. This social reform approach to learning ensures that students ultimately take social action to improve their lives and those of community members through health promotion programs. Doing so becomes important if any reform or change occurs in the teaching context and the broader society where the learning is implemented.