The purpose of this study was to describe and compare student learning documented using written field experience summary narratives and occurring in community-based or school-based locations. Utilizing a hybrid portraiture--instrumental case study design, two researchers selected participants from undergraduate educational psychology courses using simple random selection. Overall, twenty narratives were collected and analyzed representing ten from each locale. Results indicate that both community and school placement narratives capture multiple types of learning (Jarvis, 2006); however, the similarities and differences of types of learning by locale are being further explored. The paper concludes with implications for teaching educational psychology and applications of Jarvis's learning theory to becoming a teacher. Appended are: (1) Field Summary # 1 Directions & Rubric; and (2) Community-Based Field Experience Assignment Guidelines. (Contains 3 figures, 1 table, and 1 chart.)