This study examined the significance of place, a Title One elementary school, on the preservice teachers' (PSTs) abilities to make theory to practice connections using culturally responsive teaching. I investigated how PSTs used theoretical knowledge of culture taught in coursework and emerging knowledge of community context to plan and execute lessons. The participants, five PSTs, were in their first field experience in a Title One elementary school. These PSTs conducted inquiries into the surrounding community and the classroom The PSTs were strongly encouraged to use the information they gained in these inquiries when teaching. Data collection included two formal lesson plans, a KLEW (Know, Learned, Evidence, Wondering) chart, and a reflection on the inquiry into the community. From this data, I found PSTs made changes to their teaching, rethought assumptions about the community, and recognized the importance of using multicultural literature.