This study describes how a community-based interprofessional education approach designed to engage preservice teachers with community members and human services professionals contributes to preservice teachers' inquiry skills and their understanding of interprofessional collaboration. Preservice teachers were enrolled in a research methods course where they conducted inquiry projects in collaboration with a non-profit organization and neighborhood associations. They reported learning about the process of doing inquiry, gaining an understanding of collaboration, and increasing their understanding of community issues, as well as how the context of communities might shape their future students' needs. The authors consider how these outcomes contribute to helping preservice teachers develop skills and knowledge indicated by professional teaching standards. (Contains 1 table.)