Opportunities for experiential learning in teacher education are increasingly important as the demographics of teachers and students diverge. I draw on place-conscious pedagogies, funds of knowledge, and teacher development theories to inquire into pre-service teachers' developing conceptions of community as they engaged in a project meant to introduce them to the local communities. Findings suggest that PSTs’ experiences with communities growing up limit their understanding of reciprocity between communities and schools as teachers. The findings have implications for the ways that teacher educators incorporate experiential learning into their programs. •The cultivation of reciprocity across groups was not considered valuable by PSTs.•PSTs disregarded the role they played in the construction of places.•PSTs should view themselves as involved in relationships with people and places.•Teacher educators could stress the transferability of the tools of inquiry.•All stakeholders should consider how they build reciprocal relationships.