Preparing teacher candidates for the important work of engaging with family-community is a persistent challenge. Teacher educators should consider repositioning the role that family-community knowledge holds in teacher practice and in the teacher education curriculum. This shift in philosophical, professional, and curricular importance can be an important step toward improving practice in this area. Inspired by recent calls to advance a regard for community-based knowledge and expertise in the preparation and practice of teachers, the authors share details of teacher preparation efforts at one small, Northwest university and their exploration into the question, "What is learned by teacher candidates when they set out to engage with families and the community?" The qualitative analysis of nine teacher candidate family-community engagement reflections resulted in four themes: 1) Candidates can grow in familiarity with family-community; 2) Families-communities have knowledge they can share about learners; 3) Candidates can use family-community knowledge to impact the classroom; and 4) Candidates tend not to reflect upon what they learned about families and communities in light of their own life experiences.