The authors discuss 2 macro-level community practice courses, examining how each applies the concepts of situated learning to foster the development of communities of practice through use of a unique model for antioppressive practice. The theoretical underpinnings and a discussion of the implementation of each stage of the model is provided. The authors consider the implications of this model for student understanding of privilege, oppression, and power and the use of antioppressive community practice approaches through the development of specific communities of practice. The development of transformative learning that included the students, the instructor, and community members is also highlighted. (Contains 2 tables and 2 figures.)