For this creative scholarly project, preservice teachers were invited to participate with two instructors by offering their sociopolitical autobiographies and reflective-reflexive reading responses for group discussion and analysis to explore the journal's theme "Immigration and Teacher Education: The Crisis and the Opportunity." The goal was to create a critical learning community with preservice teachers through their narratives of experience and responses to reflective questioning. The development of our community of practice helped us to apply theory into our practice and acquire the methods for cultivating a higher level of social and political awareness as it relates to the education of K-12 students.