This chapter interrogates the possibility of advancing a decolonial project in language teacher educationlanguage teacher education (LTE) through community engagementcommunity engagement. It reports on two collaborative community-engaged learning (CEL) projects conducted with a team of multilingual familiesof multilingual families, community-based organizerscommunity-based organizers, and language educators, staff, and faculty from a LTE program in the U.S. The context for this project is a partnership between a community-based organization that advocates for workers’ rights and a language teacher training program at a public, land-grant universityland-grant university on the east coast of the U.S. The chapter begins with a description of the community-engaged and decolonial principles and processes guiding the collaborative work and partnership. With examples from these co-created community-engaged projects, the chapter suggests ways to resist academic privilege by foregrounding multilingual families and community organizations’ voices, leadership, and their too often silenced expertise and knowledge in LTE practices.