Elementary school classrooms and preservice teachers rarely perceive math as a form of communication or as a foundation for community. Instead, it often takes the shape of numbered problems with very specific answers compiled into textbooks and worksheets. In an effort to make connections between literacy and mathematics for preservice teachers, the authors introduced mathematics into a developing pen pal relationship between preservice teachers and a group of second-graders in a neighboring county. In this article, the authors use the pen pal letters, the participants' reflections, and the author's own field notes as data to support their claim that this integration of mathematics into a literacy activity created a space where a unique inquiry community developed--one that crossed boundaries of age, context, physical space, and, most important for this project, content areas. (Contains 5 figures.)