Research adopting a sociocultural and dialogical perspective in studying the processes at the core of collaborative learning generally adheres to principles emphasizing the importance of context, social interactions, meaning-making processes, and mediating tools. This perspective characterizes psychological phenomena as “situated” and “mediated” and also as embodied in emotions (Baucal & Arcidiacono, Toward a dialogical and sociocultural method of inquiry: Three steps participative generalization and reflection (3PGR), In N. Muller Mirza & M. dos Santos Mamed (eds.), Dialogical Approaches and Tensions in Learning and Development: At the Frontiers of the Mind (pp. 85–103). Springer, 2021; Grossen, When dialogism crosses the frontiers of psychology. In N. Muller Mirza & M. dos Santos Mamed (eds), Dialogical approaches and tensions in learning and development: At the frontiers of the mind (pp. 13–32). Springer, 2021; Muller Mirza & dos Santos Mamed, Dialogical approaches and tensions in learning and development: At the frontiers of the mind. Springer, 2021). Recent work, following Vygotsky’s and Dewey’s contributions in particular, points to the importance of artistic mediation for learning and development (Muller Mirza & Tartas, Learning in dialogues through aesthetic experiences. Some theoretical and methodological issues. In C. Damsa, A. Rajala, G. Ritella & J. Brouwer (eds), Re-theorising learning and research methods in learning research (pp. 65–80). Routledge, 2023). In this chapter, we adopt a sociocultural and dialogical approach to analyze the design of a program conceived for and with young adults from migrant backgrounds, aimed at enhancing their professional integration. Through observations of interactions and interviews with participants, we showed how program-specific features—drawing from collective narrative approaches (Denborough, Collective narrative practice: Responding to individuals, groups, and communities who have experienced trauma. Dulwich Centre Publications, 2008; Muller Mirza, Culture, emotions and narratives in education for cultural diversity: A sociocultural approach. Psihologija (Special Issue “Socio-emotional aspects of developmental and educational processes”, edited by A. Baucal & A. Altaras Dimitrijevic), 415–429, 2016)—facilitated participants’ learning and development across interdependent dimensions: expression and secondarisation of emotions in a collective setting, dialogues through artistic activities that transformed the relationship of these young migrants towards themselves, others and the world.