In this article, we report the action research that shaped the development of the Growing Career Educators project, a teacher-designed field experience for preservice teachers within a high school in the fifth-largest school district in the country. The research consisted of two cycles of action research, both of which focused on whether a community of practice was established in the 1st year of the project, in addition to how the vision for the project was implemented in practice. Analysis of the project handbook, data based on focus group and individual interviews, and field notes demonstrated that a community of practice was created in one cycle but not the other. While the teacher mentors and the university supervisor shared a vision for the project, the interns did not fully realize that vision in practice. Findings suggest that facilitating a community during field experiences needs to be intentional and focused on collaboration between school- and university-based teacher educators. (Contains 1 note.)