In recent decades, diverse field experiences have proliferated in university-based teacher education programs in the United States. In particular, community-based experiences where teacher candidates learn about, from, and with community members and spaces have increased in popularity and significance. In this article, the authors consider if and how community-based field experiences during teacher education are achieving their purported social justice aims. They begin by reviewing literature inquiring into the ways and purposes that teacher education programs have incorporated community-based field experiences into their programs, as well as the primary challenges associated with these approaches. The authors then draw on critical literacies and cultural studies to consider how teacher educators might reframe their approaches to community-based field experiences to mitigate those challenges. The article offers a framework for supporting teacher candidates before they engage in community-based field experiences that could contribute to their development as socially just educators.