Learning to become a democratic educator requires listening to and learning from the perspectives, values, goals, and concerns of local communities. Obtaining and learning from this knowledge, however, is not without its challenges. This article will present an overview of community-engaged teacher education as well as some of the challenges inherent to this endeavor. This article will then present an argument for how three particular methodologies of arts-based research (narrative, poetry, and performance) may be effective means through which to capture and share the knowledge possessed by community stakeholders.