This article explores the range of ways two teacher educators and preservice teachers engaged with and learned from writers and their families in town and village schools during a faculty-led study abroad experience in Belize, Central America. During this experience, the authors drew on three guiding principles: engaging in side-by-side writing communities, strengths-based responsive teaching, and honoring and valuing families. Through intentional and purposeful language, we built relationships and connections around writers' interests and strengths. We believed instructional practices that empowered writers would also be illuminating for candidates. With clear structures in place to learn from students and a focus on possibilities, writers wrote each day, candidates grew as responsive teachers, and families celebrated their children.