Place-Based education (PBE) is gaining rapid recognition across the United States. The authors of this article contend that there is an imperative need to re-structure and re-conceptualize teacher education such that it allows for a significant shift in thinking and practice around learning, teaching, and community. They advocate that the PBE model is ideally suited to this end. Among the many strengths of PBE is the flexibility inherent in the model such that it can (and must) be adapted to authentically represent individual communities. In their work with PBE, the authors have identified three core pedagogical anchors: inquiry-based instruction; connection to place; and informed civic-engagement that uniquely represent the transformative work they are doing in teacher education. Along with examples and explanation of the three pedagogical anchors, the article also provides a brief discussion of the creation of the PBE teacher preparation pathway at Eastern Michigan University.