One essential part of teaching multilingual learners is leveraging their funds of knowledge, or students’ dynamic knowledge and practices developed in their households and communities. However, it can be challenging to identify funds of knowledge, especially in a virtual environment. This case study examines a virtual internship experience where preservice teachers (PSTs) completed a Community Exploration project designed to enhance their knowledge of students’ lives outside of school. PSTs identified important locations in the surrounding community, (virtually) visited these locations, and explored how to integrate possible funds of knowledge from these sites into their curriculum. Upon analyzing the Community Exploration projects, recordings of PSTs presenting their projects, and interviews with PSTs, we found that PSTs purposefully planned opportunities to discover students’ viewpoints, which allowed them to identify concrete examples of funds of knowledge and make connections to curriculum. We also discuss various challenges and implications for teacher education.