As the reading lives of teachers are also connected to their reading instruction with their early childhood and elementary students, one emphasis of preservice literacy courses is to encourage future teachers to read and consider diverse texts and the emotional and empathetic connections with them. Through the development of an appreciation for diverse picture books and their value within classrooms, preservice teachers are more prepared to integrate these texts throughout the content areas. This chapter explores place-based education in a teacher preparation program and (1) defines and provides theoretical support for using place-based education to prepare preservice teachers to instruct with children's literature; (2) discusses five ways the authors engage preservice teachers in place-based education: Children's Literary Tour of London and Paris (study abroad), Children's Book Festival Collaboration, Family Literacy Nights, Partnerships with Librarians, and Instagram Challenges; and (3) discusses each of these research-informed experiences and shares examples.