International field placements for student teachers have the potential to exert powerful influence in the professional development and personal growth of future educators. Critical to the success of these experiences is adequate preparation for the placement and structured on-site requirements in both school and community contexts, with the goals of providing meaningful classroom practice and pedagogical comparisons, and the enhancement of deep cultural learning, intercultural and global competencies, and broader worldview. The Five Cs of Cultural Immersion—Communication, Cultures, Connections, Comparisons, and Communities— when applied to the preparatory and on-site requirements of international field placements, add depth and rigor to the experience, intentionally taking student teachers beyond the walls of the classroom and into the larger community served by the school. Community-based service learning is one such assignment that greatly enriches student teachers’ on-site experience by complementing the time spent in school with engagement in the local community. Well structured service learning projects should represent realistic tasks that serve the community on the premise of reciprocal exchange, and include written narratives that include a strong reflective section exploring critical thoughts and insights. This chapter provides a framework for community-based service learning, aligning it with the Five Cs of Cultural Immersion. In examining the outcomes student teachers identified through detailed reflections, specific trends emerged, signaling the significance of this requirement in enhancing international placements through stronger connections with the local community and direct applications to the classroom experience.