Community mapping is a promising practice that can assist early intervention/early childhood special education (EI/ECSE) professionals uncover the depth and diversity of community needs, resources, and learning opportunities, in the neighborhoods surrounding their schools. Community mapping is an inquiry-based method that situates learning in the context of students' lived realities. For many educators, community mapping can also promote increased interactions among program staff and the families that they serve by removing potential cultural barriers, and unearthing sociocultural assets and natural resources. Although many EI/ECSE professionals are prepared to work directly with children, few receive adequate preparation to identify community-based resources and learning opportunities for children with disabilities and their families. Mapping the community surrounding the school by taking photos/videos, observing the neighborhood, writing field notes, and interacting with the people who work and live in the area allows teachers and other program specialists to view the resources of a community with a new perspective. This article describes the mapping experiences of one cohort of EI/ECSE candidates as they prepare to enter the field of ECSE. The authors believe that their experiences will shed new light on how all EI/ECSE professionals in various settings can use community mapping as a tool to develop the critical knowledge necessary to work in consultation and collaboration with families, community-based organizations, and other community collaborators to better meet the specific needs of all children. (Contains 3 tables, 1 figure and 1 note.)