<p>Examinations of the relationship between minoritized communities and educators have produced a wealth of theories and research literature that attempt to explain the “disconnect” between the two. These theories tend to examine race, class, and social and cultural capital in their diverse forms and how educators may tend to either overlook or manipulate them in their relationships with members from diverse communities. In this article, we are informed by a framework that examines progressive layers of bicultural family engagement in schools. This framework promotes a <i>transformative contextual interaction</i> relationship between schools and ethnically, racially, and/or linguistically minoritized communities. We suggest that critical care, teacher advocacy, and community engagement within a transformative contextual interaction framework requires teachers to "know" school communities beyond demographic profiles. Knowledge of the communities that educators work in must extend to examining its sociocultural characteristics, associational patterns, socio-altitudinal perspectives, and patterns of influence. We illustrate how a community scan process can assist preservice educators in examining not only how minoritized school communities “look” but also how they evolve and function.</p>