In this paper, the author draws on a qualitative case study of a place-based food justice project (FJP) at an urban public charter high school to examine the role of community-school partnerships (CSPs) in the FJP and marginalized students' experiences of these partnerships. Observations and interviews with students, teachers, and community representatives suggest that the marketized context in which these partnerships unfolded undermined the potential benefits of CSPs by incentivizing schools to prioritize private benefits for both schools and community organizations over students' preferences and priorities. The extent to which CSPs might serve students' interests may hinge on how other stakeholders conceptualize "community."