Egan, Cate A.Orendorff, Karie L.Merica, Christopher B.2024-05-102024-05-102024-03Egan, C. A., Orendorff, K. L., & Merica, C. B. (2024). Community Partnership Strategies to Facilitate Service-Learning Opportunities in PETE K–12 Schools. Journal of Physical Education, Recreation & Dance, 95(3), 20–27. https://doi.org/10.1080/07303084.2023.22998792168-3816https://scholarworks.montana.edu/handle/1/18473Copyright Taylor & Francis 2024University and local K-12 school partnerships are essential for physical education teacher education (PETE) programs, as they provide valuable avenues for practicum and student teaching experiences. In addition, practicums within K-12 schools provide valuable opportunities for PETE students to develop physical activity leadership skills. Thus, it is essential to create sustainable and mutually beneficial university and school partnerships. One way to do so is through service-learning, which focuses on equal partnerships between K-12 schools, the university, and other parties involved (e.g., university students, community members). However, it can be challenging to develop meaningful field and service-learning experiences for pre-service teachers (PST) due to a myriad of reasons (e.g., location, resources). This article discusses strategies for community, K-12 school, and university partnerships using a service-learning approach. Recommendations for developing sustainable partnerships are also provided.en-USphysical education teacher educationPETEMEDICINE::Social medicine::Public health medicine research areas::Community medicineArticle10.1080/07303084.2023.2299879