Teachers serve as accessible personnel capable of identifying student vulnerability and suggesting resources and opportunities. To serve in this capacity, teachers need to identify vulnerabilities and know about resources. This study included 52 American and German preservice teachers (PSTs) who were given a scenario and asked to identify who needed help, label the vulnerability, and respond to the scenario. Findings indicated PSTs from both countries had limited insight into community resources, concerns regarding vulnerabilities, and predispositions toward vulnerable populations. Suggestions for providing PSTs with opportunities to understand complex social systems, connecting PSTs to services, and introducing systemsthinking within teacher education programs are offered.