Two groups of teacher candidates completed a survey based on the Parent Teacher Association's National Standards for Family-School Partnerships at the start and end of the semester of a general methods course and corresponding fieldwork (practicum) experience. One group of participants (N[subscript "S"] = 60) completed their clinical fieldwork in a suburban middle or high school; the second group (N[subscript "U"] = 40) completed fieldwork in an urban school setting. Repeated measures t-tests were conducted for the entire sample and found significant increases from pre-to post-survey in the number of specific ideas shared for welcoming families into the school as well as for communicating with parents and families. A mixed between-within subjects ANOVA was conducted to compare the impact of different semester-long field placements (suburban or urban), finding that urban-placed participants had significantly more ideas about communicating and welcoming families. Implications are addressed, including the role of family engagement in teacher education and the impact of fieldwork placement location.