After the author's first semester teaching at the university, she began to ponder the lack of emphasis placed on the relationships among school, community and home within her students' practicum experience. Through lectures, readings, and audio visuals, the author shared the importance of including parents in the educational decision making process and in honoring their voices, but she was not giving the preservice teachers a chance to dialog with parents themselves. Because the preservice teachers only "read about" but did not "talk with" parents, they only had minimal understanding of the powerful role that parents play in their children's education. While reading theoretical literature is necessary, the lack of field-based experiences exploring the out-of-school lives of children often pushes preservice teachers to question the validity of involving the parents in conversation. This is especially true for Anglo American middle-class preservice teachers (Wolf, Hill, & Ballentine, 2000). In this paper the author shows the impact that preservice teachers' participation in home visits had on their view of home-school-community relationship. Next, she presents the theoretical framework. Then she briefly introduces the participants and describe the revised classes and the year-long assignment which was key in supporting preservice teachers' growth in understanding the importance of knowing the students' families. (Contains 1 note.)