In this article, we present findings from our qualitative, self-study research on the development and implementation of two course assignments (community asset maps and oral histories) designed to support practicing teachers' praxis in working with English learner (EL) students within the context of family and community engagement. Providing an example of how English to Speakers of Other Languages (ESOL) teacher praxis might be developed, findings are framed by our Community Asset Inquiry model. This model, grounded in equity literacy and transformative family and community engagement supports teachers' development of praxis in support of an asset-based approach, deep knowledge of school communities, critical understanding of the local/global issues that impact those communities, and ways to advocate for EL students and families that leverage strengths, assets, and knowledges. This research addresses the following questions: How does the Community Asset Inquiry model support our work as teacher educators committed to equity and social justice for EL students? How does the Community Asset Inquiry model support M.Ed. TESOL teacher candidates' praxis in working with EL students within the context of family and community engagement? Implications for ESOL teacher education, in particular in online settings, and application of the Community Asset Inquiry model are discussed.